THE  UNIVERSITY 

OF  ILLINOIS 

LIBRARY 


370 
116  . 

No.  26-34 


•  . 


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University 


of  Illinois  Library 


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Digitized  by  the  Internet  Archive 

in  2011  with  funding  from 

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http://www.archive.org/details/objectivesofunit33monr 


BULLETIN  NO.  33 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


OBJECTIVES    OF   UNITED   STATES 

HISTORY   IN   GRADES    SEVEN 

AND    EIGHT 


By 


Walter  S.  Monroe 
Director,  Bureau  of  Educational  Research 

And 

M.  E.  Herriott 

Associate,  Bureau  of  Educational  Research 


PRI 


' 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS.  URBANA 

1926 


<37o 

PREFACE 

In  discussing  educational  objectives  a  distinction  is  usually  made 
between  those  that  may  be  called  ultimate  and  those  which  make  up 
the  immediate  goals  toward  which  pupils  should  direct  their  attention. 
Ultimate  objectives  are  usually  expressed  in  such  general  terms  that  it 
is  difficult,  if  not  impossible,  to  determine  the  degree  of  compatibility 
between  them  and  the  day-by-day  work  of  the  classroom.  Immediate 
objectives,  on  the  other  hand,  are  usually  stated  in  detail  and  in  terms 
closely  related  with  the  daily  work  of  pupils.  However,  the  acceptance 
of  a  formulation  of  immediate  objectives  by  a  teacher  does  not  neces- 
sarily mean  that  his  instruction  stimulates  and  guides  his  pupils  toward 
these  goals.  It  frequently  happens  that  certain  objectives  are  accepted 
in  theory  or  on  paper  but  the  energies  of  the  class  are  directed  toward 
very  different  objectives  as  a  result  of  the  assignments  made  and  the 
tests  employed  to  measure  achievement.  The  investigation  reported  in 
this  bulletin  represents  an  attempt  to  ascertain  the  actual  objectives  of 
teachers  of  United  States  history  in  grades  seven  and  eight.  In  this 
respect  it  differs  from  most  studies  relating  to  the  determination  of 
educational  objectives. 

The  Bureau  of  Educational  Research  is  indebted  to  the  teachers  of 
Champaign  and  Piatt  counties  who  responded  to  the  request  for  state- 
ments concerning  the  objectives  in  United  States  history  and  takes  this 
occasion  to  make  a  public  acknowledgment. 

Walter  S.  Monroe.,  Director. 

July  30,  1926. 


[3] 


OBJECTIVES  OF  UNITED  STATES  HISTORY 
IN  GRADES  SEVEN  AND  EIGHT 

The  nature  and  function  of  objectives.  In  any  endeavor  an  ob- 
jective or  aim  is  necessary  in  order  that  one's  efforts  may  be  directed 
towards  a  definite  goal.  Aimless,  random,  haphazard,  and  similar  terms 
are  used  to  describe  activity  when  there  is  no  objective.  The  function 
of  immediate  objectives  in  United  States  history  is  to  provide  aims  for 
both  teachers  and  pupils  in  the  field  of  this  school  subject.  In  the  case 
of  a  pupil  the  objectives  specify  what  he  should  learn  as  the  result  of  /— 
studying  the  subject,  and  hence  provide  goals  toward  which  he  may 
direct  his  efforts.  For  the  teacher,  objectives  serve  as  guides  in  planning  ^ 
assignments,  devising  questions  and  other  exercises  for  the  recitation 
period,  and  formulating  tests  to  measure  the  achievements  of  his  pupils. 
General  statements  of  objectives  are  not  satisfactory  for  these  purposes. 
Both  teachers  and  pupils  need  detailed  statements  of  what  is  to  be 
learned. 

The  problem.  Most  studies  of  objectives  have  been  attempts  to 
find  what  a  student  should  be  asked  to  learn.  The  investigation  de- 
scribed in  the  following  pages  deals  with  a  different  problem.  An 
attempt  is  made  to  answer  the  following  questions:  (1)  What  do  cer- 
tain groups  of  teachers  think  pupils  in  the  seventh  and  eighth  grades 
should  learn  in  the  field  of  United  States  history?  (2)  How  do  the 
judgments  of  these  teachers  agree  with  certain  determinations  of  ob- 
jectives in  United  States  history?1 

Before  describing  the  investigation  it  will  be  helpful  to  consider 
the  meaning  of  objectives  in  history  and  some  of  their  general  charac- 
teristics. 

Types  of  achievement  in  history.2  Achievement  in  history  includes 
the  acquisition  of  a  large  number  of  ideas  or  meanings  such  as  those 


JThese  questions  were  suggested  by  Charles  Mcintosh,  County  Superintendent 
of  Piatt  County,  Illinois. 

2For  an  elaboration  of  this  topic  see: 

Herriott,  M.  E.  "How  to  make  courses  of  study  in  the  social  studies."  Univer- 
sity of  Illinois  Bulletin,  Vol.  24,  No.  5,  Bureau  of  Educational  Research  Circular  No.  46. 
Urbana:    University  of  Illinois,  1926,  p.  8-17.    See  also: 

Monroe,  Walter  S.  "Teacher's  Objectives."  University  of  Illinois  Bulletin,  Vol. 
23,  No.  39,  Bureau  of  Educational  Research  Circular  No.  45.  Urbana:  University  of 
Illinois,  1926.    24  p. 

[5] 


represented  by  discovery,  exploration,  colony,  constitution,  Continental 
Congress,  party,  whigs,  term  of  office,  economic  conditions,  campaign, 
Dred  Scott  Decision,  taxation,  allegiance,  treason,  Washington,  Lincoln, 
Grant,  1492,  1776,  1861,  and  the  like.  One  may  be  said  to  have  ac- 
quired the  meaning  of  a  word  or  phrase,  i.  e.,  the  idea  the  symbol 
represents,  when  the  meaning  comes  into  his  consciousness  in  response 
to  appropriate  stimulation.  "Appropriate  stimuli"  include  not  only  the 
spoken  or  printed  word  or  phrase,  but  also  other  related  ideas.  For 
example,  a  pupil  who  "knows  about  Washington"  is  able  to  call  into 
his  consciousness  several  ideas  about  Washington  whenever  he  sees  the 
printed  word,  "Washington,"  or  hears  it  spoken.  He  should  also  be  able 
to  recall  ideas  about  Washington  when  he  "thinks  of"  such  related 
ideas  as  "first  president  of  the  United  States,"  "Revolutionary  War," 
or  "Mount  Vernon." 

A  fact  has  been  defined  as  "the  statement  of  a  relation  between  a 
particular  concept  and  a  general  concept."3  For  the  purpose  of  describ- 
ing achievement  in  history  we  may  say  that  "a  fact  is  the  statement  of 
a  relation  between  two  ideas."  Hence  "knowing  a  fact"  may  be  de- 
scribed as  "knowing  the  meaning  of  two  or  more  words  or  phrases  plus 
being  aware  of  a  relation  between  them."  For  example,  the  statement 
"Washington  was  the  first  president  of  the  United  States"  expresses  a 
fact.  Knowing  this  fact  involves  being  able  to  associate  appropriate 
ideas  with  "Washington,"  "first,"  and  "president  of  the  United  States" 
plus  recognizing  the  relation  between  them,  so  that  when  "Washington" 
is  mentioned  the  other  two  will  tend  to  follow,  or  when  "the  first  presi- 
dent of  the  United  States"  is  mentioned  "Washington"  will  be  the 
response. 

"Knowing  facts"  as  described  in  the  preceding  paragraph  should 
be  distinguished  from  the  type  of  achievement  commonly  designated  as 
"memorized  facts."4  The  distinction  is  one  of  degree  but  certain  differ- 
ences may  be  noted.  (1)  When  a  fact  is  simply  "known"  the  connection 
between  the  ideas  is  not  fixed  and  usually  these  ideas  are  connected 
with  a  number  of  other  ideas.  This  knowledge  is  characterized  by  a 
wealth  of  associations  (connections  between  ideas).  When  a  fact  is 
memorized,  a  particular  association  is  singled  out  and  made  relatively 
strong  or  fixed.      (2)     In  addition  to  the  difference  in  the  degree  of 


3Bagley,  W.  C.  Educational  Values.  New  York:  The  Macmillan  Company,  1911, 
p.  35. 

4"A  fact  known"  is  commonly  designated  as  a  phase  of  knowledge.  A  "memor- 
ized fact"  is  classified  as  a  fixed  association  or  specific  habit. 

[61 


"fixedness  of  the  association,"  the  memorization  of  a  fact  is  usually 
accompanied  by  a  tendency  to  crowd  the  ideas  into  the  background  of 
one's  consciousness  and  to  establish  a  connection  between  the  words 
and  other  symbols  used  to  represent  them.5  For  example,  a  pupil  who 
has  memorized  the  names  of  the  presidents  of  the  United  States  and 
dates  of  their  term  of  office,  is  able  to  recite  this  group  of  facts  upon 
request  but  when  doing  so  he  may  not  bring  into  his  consciousness  many 
of  the  ideas  that  are  commonly  connected  with  either  the  names  or  the 
dates.  In  fact,  a  perfect  recital  of  the  names  and  dates  does  not  demon- 
strate that  the  pupil  "knows"  the  facts  in  the  sense  described  in  the 
preceding  paragraph. 

A  third  type  of  knowledge,  principles,  is  usually  recognized.  Bag- 
ley6  has  defined  a  principle  as  "the  statement  of  a  relation  between 
general  concepts."  No  sharp  line  of  demarcation  can  be  drawn  between  v 
facts  and  principles  because  the  basis  of  the  distinction  is  the  degree  of 
generalization  represented  by  the  ideas  between  which  a  relation  is 
expressed.  A  statement  of  the  causes  of  an  event  such  as  the  Revolu- 
tionary War,  or  of  the  effects  of  an  event  such  as  the  Louisiana  Pur- 
chase would  usually  be  listed  as  a  general  relationship,  while  a  state- 
ment of  the  date  of  an  event  would  be  designated  as  a  fact.7 

Knowledge,  which  is  described  here  as  consisting  of  ideas,  facts, 
and  principles,  is  used  in  answering  "thought  questions,"  that  is  ques- 
tions for  which  one  does  not  remember  ready-made  answers  or  does 
not  seek  such  answers  in  his  text  or  from  other  sources.  In  other  words, 
ideas,  facts,  and  principles  are  the  material  out  of  which  one  constructs 
(thinks  out)  answers  to  "new"  questions. 

In  addition  to  specific  habits  in  the  form  of  memorized  facts  and 
the  three  types  of  knowledge  (ideas,  facts,  and  principles)  achievement 
in  history  includes  general  patterns  of  conduct  which  are  commonly 
designated  as  ideals,  attitudes,  interests,  and  the  like.  These  controls  of 
conduct  are  less  tangible  than  the  three  phases  of  knowledge  described 
but  they  represent  important  achievements. 

A  restatement  of  the  problem.  This  analysis  of  achievement  in  the 
field  of  history  makes  possible  a  more  detailed  statement  of  the  problem. 


°This  statement  assumes  that  the  pupil  first  ''knows  the  fact"  and  then  memorizes 
it.  In  many  cases  the  pupil  memorizes  the  symbols  without  having  very  clear  ideas 
connected  with  them. 

"Bagley,  W.  C.  Educational  Values.  New  York:  The  Macmillan  Company,  1911, 
p.  35. 

'The  statement  of  a  principle  may  be  memorized.  When  this  is  done  the  meaning 
of  the  words  and  phrases  is  usually  crowded  into  the  background  as  in  memorizing 
a  fact. 

[7] 


The  investigation  concerns  facts,  not  necessarily  reduced  to  fixed  asso- 
ciations, and  principles.  The  two  general  questions  stated  on  page  5 
may  be  replaced  by  the  following: 

1.  What  is  the  judgment  of  a  group  of  elementary  teachers  in  re- 
gard to  the  dates,  persons,  events,s  and  other  facts  which  pupils  should 
''know"  as  the  result  of  their  study  of  United  States  history  in  the  sev- 
enth and  eighth  grades? 

2.  What  is  the  judgment  of  a  group  of  elementary  teachers  in  re- 
gard to  the  thought  questions  that  pupils  should  be  able  to  answer  as 
the  result  of  their  study  of  United  States  history  in  the  seventh  and 
eighth  grades?9 

3.  How  do  judgments  of  these  teachers  in  regard  to  these  objectives 
agree  with  certain  determinations  of  objectives  for  United  States  history? 

The  reader  should  note  that  the  inquiry  was  restricted  to  ideas, 
facts,  and  principles.  No  attempt  was  made  to  ascertain  what  general 
patterns  of  conduct  (ideals,  interests,  attitudes,  and  the  like)  pupils 
should  acquire  and  there  was  no  explicit  inquiry  relative  to  what  facts 
should  be  memorized. 

The  collection  of  data  relative  to  teachers'  judgments.  On  Octo- 
ber 22,  1925,  the  following  letter  and  questionnaire10  was  mailed  to  all 
public  school  teachers  in  Champaign  and  Piatt  counties  of  Illinois  ex- 
cept those  employed  in  the  schools  of  the  City  of  Champaign. 

To  the  Teachers  of  Champaign  and  Piatt  Counties: 

The  questions  asked  on  this  and  the  following  pages  are  for  the  purpose  of  securing 
information  on  which  to  base  a  formulation  of  minimum  essentials  in  United  States 
history.  Answer  each  question  carefully  because  it  is  important  that  we  secure  the  best 
data  available.  Do  not  write  down  the  first  answers  that  occur  to  you.  Unless  you  are 
very  familiar  with  the  field  of  United  States  history  you  should  refer  to  one  or  more  ' 
textbooks  in  preparing  your  answers. 

This  questionnaire  is  being  sent  to  several  hundred  teachers  and  a  summary  of 
the  replies  will  be  sent  to  all  who  contribute  information.  You  will  assist  us  in  the 
investigation  by  returning  this  blank  promptly.    A  stamped  envelope  is  enclosed. 

Thanking  you  for  your  cooperation,  I  am 

Very  truly  yours, 

Walter  S.  Monroe,  Director. 


8A  "date"  is  to  be  interpreted  as  a  fact  because  "knowing  a  date"  means  knowing 
the  relation  between  the  date  and  some  event.  Similarly  '"knowing"'  a  person  or  an 
event  usually  means  knowing  a  fact. 

9A  statement  of  the  thought  questions  that  pupils  should  be  able  to  answer  will 
by  implication  specify  ideas,  facts,  and  principles  that  they  should  know. 

10In  the  questionnaire  mailed  to  the  teachers  space  was  provided  for  their  replies. 


[8] 


Name Address - 

No.  of  years  you  have 
School - taught  U.  S.  history 

I.  In  the  blanks  below  give  20  to  25  dates  in  United  States  history  which  you 
believe  children  completing  the  seventh  and  eighth  grades  should  know.  Select  the 
dates  which  you  consider  most  important. 

II.  In  the  blanks  below  give  20  to  25  specific  events  in  United  States  history 
which  you  believe  children  completing  the  seventh  and  eighth  grades  should  know  well 
enough  so  that  given  the  event  they  will  be  able  to  supply  the  more  important  details, 
its  causes,  significance,  and  the  like.  For  example,  if  asked  to  tell  about  the  Battle  of 
New  Orleans  they  should  be  able  to  tell  in  what  war  it  occurred,  the  approximate  date 
and  its  significance.    Select  the  events  which  you  consider  most  important. 

III.  In  the  blanks  below  give  the  names  of  30  to  50  persons  in  United  States 
history  which  you  believe  children  completing  the  seventh  and  eighth  grades  should 
know  well  enough  so  that  (1)  given  the  event  with  which  the  person  was  connected 
and  his  relation  to  it  or  his  major  accomplishments,  the  pupil  will  be  able  to  supply  the 
name,  or  (2)  given  the  name  of  the  person  the  pupil  will  be  able  to  tell  the  thing  for 
which  he  is  noted.  This  explanation  of  the  meaning  of  "know"  is  equivalent  to  saying 
that  the  pupils  should  be  able  to  answer  questions  of  the  following  type:  "Who 
invented  the  telegraph?"  "Who  issued  the  Proclamation  of  Emancipation?"  "Who  was 
the  first  President  of  the  United  States?"  "What  did  Columbus  do?"  "For  what  is 
Stephen  A.  Douglas  noted?"    Give  the  names  which  you  consider  most  important. 

IV.  In  the  blanks  below  give  15  to  25  miscellaneous  facts  in  United  States  history 
which  you  believe  children  completing  the  seventh  and  eighth  grades  should  know. 
Include  in  this  list  any  historical  facts  which  are  not  included  under  the  heads  of  dates, 
persons,  and  events.  Facts  relating  to  population,  the  organization  of  the  government, 
expenditures,  places,  etc.,  are  to  be  listed  here. 

V.  Give  below  15  thought  questions  in  United  States  history  which  you  think 
children  completing  the  seventh  and  eighth  grades  should  be  able  to  answer.  Note  that 
thought  questions  are  called  for.  Most  questions  of  this  kind  ask  the  pupil  to  compare, 
give  reasons  why,  state  the  effects  of,  explain,  or  discuss.  However,  it  is  not  essential 
that  these  terms  appear  in  the  statement  of  the  questions. 

Number  of  replies  received.  Table  I  gives  a  summary  statement 
of  the  number  of  replies  received  grouped  according  to  the  experience 
of  the  teachers.  There  were  thirty-nine  teachers  in  elementary  schools, 
mostly  rural,  who  had  had  no  previous  experience.  Experienced  teachers 
in  elementary  schools  were  grouped  as  follows :  1  year,  2  or  3  years, 
4  to  7  years,  and  8  or  more  years.  The  replies  received  from  high  school 
teachers  are  tabulated  separately.  A  study  of  the  table  reveals  that  a 
few  teachers  failed  to  answer  one  or  more  of  the  questions  asked  and 
also  that  the  number  of  responses  per  question  varied.  The  maximum 
and  minimum  number  of  replies  for  each  question  is  shown  in  the  table. 

Limitations  and  validity  of  the  data.  Despite  certain  omissions, 
obvious  misinterpretations,  and  some  other  indications  of  carelessness 
which  will  be  mentioned  later,  there  was  considerable  evidence  of 
thoughtful  care  in  answering  the  questionnaire.  Reports  came  indirectly 
of  teachers  working  several  hours  on  their  replies.  Seldom  did  a  teacher 
give  the  exact  number  of  items  called  for,  but  gave  those  that  seemed 

[9J 


TABLE  I.   ANALYTICAL  SUMMARY  OF  NUMBER  OF  REPLIES 


Sections  of 
Questionnaire 


Experience  in  Years  of 
Elementary  Teachers 


0        1     1 2-3    4-7     8  + 


Total  of 
Experi- 
enced 
Groups 


High 

School 

Teachers 


I.   Dates: 

Teachers  answering. . 

Number  of  different 
dates 

Maximum  number  of 
dates  by  one 
teacher 

Minimum  number  of 
dates    by    one 

teacher 

II.   Events: 

Teachers  answering  . . 

Number  of  different 
events 

Maximum  number  of 
events  by  one 
teacher 

Minimum  number  of 
events  by  one 
teacher 

III.  Names: 
Teachers    answering 
Number  of  different 

names 

Maximum  number  of 
names  by  one 
teacher 

Minimum  number  of 
names  by  one 
teacher 

IV.  Miscellaneous 
Facts: 

Teachers  answering . . 

Number  of  different 
miscellaneous  facts, 

Maximum  number  of 
miscellaneous  facts 
by  one  teacher 

Minimum  number  of 
miscellaneous  facts 
by  one  teacher 

V.  Thought  Questions: 

Teachers  answering  . . 

Number  of  different 
thought  questions.. 

Maximum  number  of 
thought  questions 
by  one  teacher. . . . 

Minimum  number  of 
thought  questions 
by  one  teacher. . . . 


39 

36 

7 
39 

25 

8 
39 

57 
16 

37 

25 

4 
31 

17 
1 


32 

30 

20 

32 


20 
31 

50 
30 
29 

25 

10 

28 

16 

3 


47 

27 

15 

47 

28 

10 

47 


23 
43 

25 

4 
42 

15 


51 

34 

10 

51 

25 

18 
51 


57      52      50 


29 
50 


34 

30 

18 
34 

25 

18 
34 


31 
30 

25 

10 
30 

15 
6 


164 

233 

34 

10 
164 

435 

28 

10 
163 
360 

57 

23 

152 
601 

25 

4 

150 

1894 

18 


23 

25 

17 

23 

25 

20 

23 

50 
30 

22 

25 

12 
20 

21 
6 


[10] 


appropriate,  frequently  appending  a  note  of  explanation.  Some  teachers 
thought  that  only  a  few  dates  should  be  known,  but  in  the  judgment  of 
others  so  many  important  events  have  occurred  in  our  national  life  that 
twenty-five  was  an  insufficient  number  to  list.  Some  teachers  not  only 
gave  dates  but  appended  the  corresponding  events.  Perhaps  this  is  an 
evidence  of  misunderstanding,  but  probably  it  is  an  indication  of  care 
taken  in  order  that  the  significance  of  the  dates  might  not  be  misinter- 
preted.  One  teacher  mislaid  his  questionnaire  and  wrote  in  for  another. 

There  was  some  evidence  of  apparent  misunderstanding  and  lack 
of  care  in  answering  the  questionnaire.  A  few  teachers  failed  to  give 
their  names  and  other  information  with  regard  to  themselves.  Their 
replies  were  not  tabulated.  A  few  teachers  gave  all  of  the  data  about 
themselves  except  their  years  of  experience  teaching  United  States 
history.  Their  replies  were  tabulated  with  those  from  teachers  with  no 
experience  teaching  United  States  history.  This  was  done  on  the  as- 
sumption that  a  blank  was  intended  to  indicate  no  experience. 

Instead  of  simply  listing  the  names  of  important  personages  one 
teacher  phrased  questions  about  them,  often  using  nicknames,  such  as, 
"Who  was  the  Little  Giant?"  "What  is  said  of  'Little  Mac'?"  Each  name 
referred  to  in  this  manner  was  identified  and  the  data  tabulated  as  if 
given  in  proper  form.  There  were  a  few  other  irregularities  in  answering 
other  questions.  Some  teachers  "sandwiched"  a  few  names  among 
events  and  miscellaneous  facts,  and  vice  versa.  These  names,  dates, 
events,  and  miscellaneous  facts  were  sorted  out  and  transferred  to  the 
tabulations  of  like  data.  Frequently  the  same  fact  or  event  was  listed 
by  some  teachers  as  an  event  and  by  others  as  a  miscellaneous  fact. 
Thus,  the  Missouri  Compromise,  in  the  total  tabulation,  was  mentioned 
as  an  event  by  143  teachers  and  as  a  miscellaneous  fact  by  14  teachers. 
These  were  combined  to  give  the  Missouri  Compromise  a  frequency  of 
mention  of  157  as  an  event.  Similar  combinations  of  data  were  made 
for  other  events. 

Another  peculiarity  of  the  data  is  that  no  single  date  or  man  was 
mentioned  by  all  teachers.  Abraham  Lincoln  was  mentioned  by  161  of 
the  163  elementary  teachers  with  experience  teaching  United  States 
history;  George  Washington  by  157;  and  1492  by  161  of  the  164  teach- 
ers giving  dates.  This  lack  of  unanimous  mention  may  be  accounted 
for  in  two  or  three  ways.  Perhaps  it  was  due  to  carelessness.  If  so, 
there  is  not  enough  carelessness  to  cause  serious  concern.  It  may  be 
that  some  teachers  were  thinking  of  the  dates,  events  and  so  forth, 
which  they  listed  as  those  which  pupils  should  learn  in  the  seventh  and 
eighth  grades  rather  than  those  which  they  should  know  at  the  end  of 

[11] 


the  eighth  grade,  and  thus  they  might  think  that  George  Washington 
should  be  learned  about  before  pupils  reach  the  seventh  grade.  At  any 
rate,  this  does  not  appear  to  be  a  source  of  serious  error. 

Despite  these  various  evidences  of  slight  carelessness,  minor  errors, 
and  discrepancies,  the  data  appear  to  have  been  given  in  good  faith, 
with  commendable  care,  and  to  be  a  fair  representation  of  the  opinions 
of  the  teachers  of  Champaign  and  Piatt  counties. 

Tabulation  of  data.  In  summarizing  the  dates,  events,  personages, 
miscellaneous  facts,  and  thought  questions  listed  by  the  teachers  re- 
sponding to  the  questionnaire,  the  order  in  which  they  were  mentioned 
was  disregarded  and  only  the  frequency  of  occurrence  was  determined.11 
In  order  to  facilitate  interpretation  the  rank  of  several  items  was  deter- 
mined from  the  frequency  of  mention.  In  doing  this  the  items  were 
.arranged  in  the  order  of  descending  frequency  of  mention.  When  two 
or  more  items  had  the  same  frequency  the  same  rank  was  assigned 
to  each.12 

Sources  of  comparative  data.  In  an  effort  to  determine  what  the 
objectives  of  United  States  history  should  be,  the  list  of  dates,  names 
and  events  most  frequently  mentioned  by  the  teachers  of  Champaign 
and  Piatt  counties  are  compared  in  the  following  tables  with'  similar 
lists  which  have  been  compiled.  These  lists  and  the  manner  in  which 
they  were  secured  are  briefly  described  in  the  following  paragraphs. 

1.  Bagley's  Lists.13  In  determining  the  twenty  dates  of  importance 
in  United  States  history  and  their  relative  importance,  Wooters,  under 
the  direction  of  Bagley,  submitted  fifty-two  dates,  ranging  from  1419 
to  1879,  to  eminent  historians  and  other  teachers  of  history  with  the 
request  that  they  rank  them  in  the  order  of  importance.    Forty-nine  of 

"Details  of  the  procedure  employed  in  summarizing  the  thought  questions  are 
given  on  pages  28-34. 

^This  rank  is  the  average  of  the  rank  positions  occupied  by  the  items.  For  ex- 
ample, if  the  two  items  following  the  sixth  have  the  same  frequency  (see  Table  II) 
their  rank  is  7.5,  the  average  of  the  rank  positions  7  and  8. 

"See: 

Bagley,  \V.  C.  "The  determination  of  minimum  essentials  in  elementary  geog- 
raphy and  history."  Fourteenth  Yearbook  of  the  National  Society  for  the  Study  of 
Education,  Part  I.  Bloomington,  Illinois:  Public  School  Publishing  Company,  1915, 
p.  131-46. 

Bagley,  W.  C,  and  Rugg,  H.  0.  "The  content  of  American  history  as  taught  in 
the  seventh  and  eighth  grades."  University  of  Illinois  Bulletin,  Vol.  13,  No.  51,  School 
of  Education  Bulletin  No.  16.  Urbana:  University  of  Illinois,  1916.   59  p.  (Out  of  print.) 

Marstox,  L.  R.,  McKowx,  H.  C,  and  Bagley,  W.  C.  "A  method  of  determining 
misplacements  of  emphasis  in  seventh  and  eighth-grade  history."  Seventeenth  Year- 
book of  the  National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois: 
Public  School  Publishing  Company,  1918,  p.  90-96. 

[12] 


the  eighty-six  replies  received  were  used  for  the  final  computations  of 
the  twenty  most  important  dates. 

In  determining  the  persons  most  prominent  in  civil  and  military  life 
between  1765  and  1865.,  Bagley  analyzed  twenty-five  textbooks  in 
American  history  and  ranked  the  names  on  the  basis  of  frequency  of 
mention.  Afterward  encyclopedias  and  magazines  were  examined  and 
the  same  names  ranked  on  the  basis  of  the  frequency  of  mention  in 
each.  The  two  lists  were  also  submitted  to  teachers  and  students  of 
history  who  ranked  them. 

2.  Tryon's  List.14  The  data  credited  to  Tryon  in  the  following 
tables  are  taken  from  the  report  of  a  committee  to  the  Department  of 
History  and  Other  Social  Sciences  of  the  Academies  and  High  Schools 
in  Relation  with  the  University  of  Chicago.  Tryon  was  chairman  of 
the  committee.  The  report  includes  lists  of  dates,  events,  and  names 
which  should  be  recognized  as  objectives  in  the  junior  and  senior-high 
school15  courses  in  American  history.  The  lists  may  be  considered  as 
representing  the  concensus  of  the  opinions  of  certain  leaders  in  curric- 
ulum making  in  the  social  studies. 

3.  Fort  Wayne  List.16  Certain  dates,  events,  and  names  of  persons 
are  listed  as  objectives  in  the  Fort  Wayne,  Indiana,  course  of  study  for 
United  States  history  in  the  junior  high  school  (seventh  and  eighth 
grades).  These  lists  are  taken  as  a  sample  of  specifications  set  up  by 
school  authorities.  In  the  lists  of  names,  some  are  in  bold  faced  type, 
others  in  light  faced  type.  It  appeared  that  those  in  bold  faced  type 
were  considered  the  more  important  and  since  the  list  was  rather 
lengthy,  comparison  was  made  only  with  them.  Ordinarily  dates  and 
events  were  listed  together,  but  in  one  list,  14-92  to  1816,  dates  were 
listed  without  corresponding  events.  Events  were  supplied  for  these 
dates  and  used  for  comparison  in  this  study. 

4.  Washburne's  List.  17  In  attempting  to  determine  the  basic  facts 
in  history   and   geography,   Washburne   had  periodicals   examined   for 

14See: 

"Progressive  requirements  in  American  history  for  junior  and  senior  high  schools," 
The  School  Review,  26:473-89,  September,  1918. 

^Comparisons  are  made  with  the  junior-high  school  lists. 

"See: 

"Course  of  study,  junior  high  school."  Fort  Wayne,  Indiana:  Board  of  Educa- 
tion, 1920,  p.  69,  73,  74,  77,  78,  80. 

"See: 

Washburne,  Carleton  W.  "Basic  facts  needed  in  history  and  geography;  a  statis- 
tical investigation."  Twenty-Second  Yearbook  of  the  National  Society  for  the  Study  of 
Education,  Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Company,  1923, 
p.  216-33. 

[13] 


allusions  to  persons,  places,  dates  and  events.  In  the  resulting  list  the 
items  were  arranged  according  to  an  index  number  determined  from  the 
periodicals  and  the  dates  of  the  issues  read.  Since  few  dates  and  events 
appear  in  the  published  list,  Washburne's  data  have  been  used  only  in 
the  case  of  names.  In  doing  this  those  names  were  selected  from  the 
total  list  which  are  of  importance  in  American  history  and  ranked  on 
the  basis  of  Washburne's  ratings. 

Dates.  The  fifty-two  dates  mentioned  most  frequently  by  164  ele- 
mentary teachers  with  experience  in  teaching  United  States  history  are 
given  in  Table  II. 1S  Of  the  first  fifty-two  dates  as  ranked  by  frequency 
of  mention  by  164  elementary  teachers  of  Champaign  and  Piatt  coun- 
ties with  experience  teaching  United  States  History,  1492  ranks  first 
with  a  frequency  of  mention  of  161  and  also  appears  in  Tryon's  list 
and  in  the  Fort  Wayne,  Indiana.  Course  of  Study;  1803  ranks  third 
with  a  frequency  of  mention  of  133  and  appears  in  Tryon's  list  but 
not  in  the  Fort  Wayne  Course  of  Study,  and  so  forth.  The  frequency 
of  mention  decreases  rapidly  as  one  reads  down  the  list,  and  in  order 
to  secure  a  list  of  fifty  dates  it  was  necessary  to  include  one  that  was 
mentioned  only  fifteen  times  by  this  group  of  164  teachers.19  The  rapid 
decrease  in  frequency  indicates  that  with  the  exception  of  a  few  dates 
near  the  top  of  the  table  (1492.  1776,  1803.  1607,  1812,  1620,  etc.)  the 
teachers  differ  widely  in  their  judgments  concerning  the  25  most  impor- 
tant dates  in  United  States  history.  This  conclusion  is  indicated  also 
by  the  fact  that  233  different  dates  were  mentioned,  although  the  highest 
number  given  by  any  one  teacher  was  34. 

The  last  two  columns  of  Table  II  furnish  a  comparison  with 
Tryon's  list20  and  the  Fort  Wayne  list.21  Of  the  fifty-two  dates,  eighteen 
do  not  appear  in  the  former  and  nineteen  are  not  found  in  the  latter. 
Hence  the  general  statement  can  be  made  that  nearly  two-thirds  of  the 


"By  reference  to  Table  I  it  will  be  seen  that  39  teachers  of  no  experience  and  23 
high  school  teachers  also  answered  the  question  relative  to  important  dates.  After  an 
analysis  of  the  total  data  collected  it  was  decided  to  omit  the  data  supplied  by  these 
teachers  from  this  report. 

"Since  three  dates  had  this  frequency,  the  list  was  extended  to  include  a  total 
of  52  dates. 

2,;Tryon's  list  is  found  in: 

''Progressive  requirements  in  American  history  for  junior  and  senior  high  schools," 
School  Review,  26:473-89,  September,  1918.    Fifty-one  dates  are  given. 

"The  Fort  Wayne,  Indiana,  Course  of  Study  gives  62  dates  for  the  seventh  and 
eighth  grades.    See: 

"Course  of  study,  junior  high  school."  Fort  Wayne.  Indiana:  Board  of  Educa- 
tion, 1920,  p.  73-74,  78. 

[  14] 


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[15] 


fifty-two  most  frequently  mentioned  dates  are  included  in  both  of  these 
two  comparative  lists. 

Table  III  presents  five  rankings  of  the  twenty  dates  considered 
most  important  by  the  historians  to  whom  Bagley  submitted  his  list.22 


TABLE  III. 


RANKINGS  OF  BAGLEY'S  LIST  OF  TWENTY  IMPORTANT' 
DATES  IN  UNITED  STATES  HISTORY 


Bagley's 

Historians 

Eight 
Current 

164  Cham 

paign  and  Piatt  Teachers 

Dates 

Rank 

Rank 

Histories 

including 

Rank  as 

excluding 

only  twenty 

in  Table  II 

all  dates 

dates 

since  1879 

1776 

1 

7 

2 

2 

2 

1492 

2 

18 

1 

1 

1 

1607 

3 

16 

4 

4 

4 

1789 

4 

11 

7.5 

11.5 

7.5 

1620 

5 

20 

6 

6 

6 

1803 

6 

13 

3 

3 

3 

1861 

7 

2 

7.5 

11.5 

7.5 

1787 

8 

8 

12 

16 

12 

1863 

9 

5 

10.5 

14.5 

10.5 

1820 

10 

9 

10.5 

14.5 

10.5 

1812 

11 

3 

5 

5 

5 

1765 

12 

17 

19 

36 

31 

1783 

13 

12 

16 

23 

19 

1865 

14 

4 

14 

19 

15 

1850 

15 

1 

9 

13 

9 

1854 

16 

15 

18 

30 

25 

1775 

17 

6 

13 

18 

14 

1781 

18 

14 

17 

29 

24 

1823 

19 

19 

15 

20 

16 

1846 

20 

10 

20 

38 

33 

These  authorities  considered   1776  most  important.    When  judged  by 
frequency  of  mention  in  "eight  current  histories"  it  occupies  seventh 

^The  data  for  the  first  two  columns  is  taken  from  The  Twenty-Second  Yearbook 
of  the  National  Society  for  the  Study  of  Education,  Part  II.  Bloomington,  Illinois: 
Public  School  Publishing  Company,  1923,  p.  324.  For  the  original  discussion  of  the 
data  in  the  first  column  see: 

Wooters,  James  E.  ''Elementary  American  history  standards,"  School  and  Home 
Education,  34:152-55,  December,  1914. 

The  dates  later  than  1879  were  deleted  from  among  the  first  thirty-eight  dates 
in  Table  II.    These  dates  with  their  ranks  are: 


Dates 

Rank 

1898 

7.5 

1914 

7.5 

1917 

9 

1918 

10 

1919 

26 

This  was  done  because  the  list  of  dates  submitted  to  the  historians  from  which  to  select 
twenty  dates  included  no  date  later  than   1879. 

[16] 


place;  it  was  the  second  most  frequently  mentioned  date  by  the  164 
elementary  teachers  of  Champaign  and  Piatt  counties.  When  dates 
since  1879  are  excluded  all  of  the  twenty  dates  determined  by  Bagley 
are  found  among  the  first  33  in  Table  II.    Furthermore  the  ranking  of 

TABLE  IV.    DATES  APPEARING  AMONG  THE  FIFTY-TWO  MOST  FRE- 
QUENTLY   MENTIONED    BY    164    ELEMENTARY    TEACHERS    OF 
CHAMPAIGN     AND     PIATT     COUNTIES     WITH     EXPERIENCE 
TEACHING  UNITED  STATES  HISTORY  BUT  NOT  AMONG 
TWENTY  DATES  LISTED  BY  BAGLEY 


Rank 

Dates 

Frequency 

Rank 

Dates 

Frequency 

7.5 

1898 

119 

34.5 

1807 

31 

7.5 

1914 

119 

37 

1844 

28 

9 

1917 

115 

39.5 

1519-22 

25 

10 

1918 

112 

39.5 

1818 

25 

17 

1619 

99 

41 

1846-48 

24 

21 

1848 

71 

42 

1867 

23 

22 

1763 

68 

43.5 

1860 

22 

24 

1837 

55 

43.5 

1909 

22 

25 

1774 

51 

46.5 

1507 

20 

26 

1919 

49 

46.5 

1643 

20 

27.5 

1793 

47 

46.5 

1858 

20 

27.5 

1819 

47 

46.5 

1869 

20 

31 

1825 

36 

49 

1861-65 

18 

32 

1497 

34 

51 

1453 

15 

33 

1845 

32 

51 

1565 

15 

34.5 

1519 

31 

51 

1904 

15 

the  twenty  dates  on  the  basis  of  the  frequency  of  mention  by  this  group 
of  teachers  corresponds  very  closely  to  that  determined  by  Bagley. 
Table  IV  affords  additional  evidence  of  the  relatively  high  degree  of 
agreement  between  the  judgments  of  this  group  of  elementary  teachers 
and  the  judgments  of  the  historians  to  whom  Bagley  submitted  his 
original  list.  Four  of  the  five  dates  that  have  a  rank  of  less  than  twenty 
are  for  years  since  1879. 

Table  V  gives  the  fifty-one  events  mentioned  most  frequently  by 
164  elementary  teachers  with  experience.  The  Purchase  of  Louisiana 
ranks  first  with  a  frequency  of  mention  of  140  and  also  appears  in 
Tryon's  List23  but  not  in  the  Fort  Wayne  List;24  the  Monroe  Doctrine 
ranks  second  with  a  frequency  of  mention  of  132  and  appears  in  both 
Tryon's  list  and  the  Fort  Wayne  list.  The  decrease  in  frequency  of  men- 
tion is  rapid  as  in  the  case  of  dates  (see  Table  II)  but  the  lowest  frequency 

23Fifty-one  events  are  given  in  this  list. 

24The  Fort  Wayne  Course  of  Study  does  not  include  events  for  the  period  1492  to 
1816.  In  Table  V  events  for  this  period  have  been  supplied  by  inserting  the  events 
corresponding  to  the  various  dates  given.  (See  Table  JI.)  The  date  1803  does  not 
appear  in  the  Fort  Wayne  list  and  for  this  reason  the  Purchase  of  Louisiana  is  not 
checked  in  Table  V  for  the  Fort  Wayne  List.   The  amended  list  includes  62  events. 

[17] 


is  more  than  double  that  for  the  fifty-second  date  (15).  This  suggests 
that  teachers  are  more  nearly  in  agreement  in  regard  to  the  most  im- 
portant events  than  they  were  in  the  case  of  dates.  On  the  other  hand, 
the  total  number  of  events  mentioned  is  larger  than  the  total  number 

TABLE  V.    FIFTY-ONE  EVENTS  MENTIONED  MOST  FREQUENT! 
164  ELEMENTARY  TEACHERS  OF  CHAMPAIGN  AND  PIATT  COUN- 
TIES WITH  EXPERIENCE  TEACHING  UNITED   STATES  HIS- 
TORY COMPARED   WITH  TRYONS   LIST   AND   THE   FORT 
WAYNE  LIST 


Fre- 


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Event 


Tryon's       Wa°^ 

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Constitutional  Convention . . 

Founding  of  Jamestown  Colon] 


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of  dates  (435  and  233  respectively),  and  there  is  less  agreement  with 
Tryon's  list  and  the  Fort  Wayne  list.  Hence,  it  appears  that  the  judg- 
ment of  this  group  of  teachers  in  regard  to  the  importance  of  events  is 
no  better  and  probably  not  as  good  as  their  judgment  relative  to  the 
1  r. . t    r.ar.ce   : :   ia.:e;. 

resents  in  chronological  order  the  fifty-two  dates  and  the 
fifty-one  events  given  in  Tables  II  and  V.  The  earliest  of  the  fifty-two 
dates  most  frequently  mentioned  by  164  elementary  teachers  of  Cham- 
paign and  Piatt  Counties  with  experience  teaching  United  States  history 


: :  s ; 


is  1453.  with  a  frequency  of  mention  of  15  and  a  rank  of  51.  The  cor- 
responding event,  Capture  of  Constantinople  by  the  Turks,  has  a  fre- 
quency of  mention  of  7  and  a  rank  of  160.  The  date  1775  has  three 
events — Battles  of  Bunker  Hill.  Concord,  and  Lexington — among  the 


TABLE  V.     Concluded 


Fre- 
quency 


Rank 


Event 


Tryon's 
List 


Fort 

Wayne 

List 


55 
54 
49 
49 
48 


25.5 

27 

28.5 

28.5 

31.5 


The  Civil  War 

Dred  Scott  Decision 

Spoils  System 

Spanish-American  War 

Annexation  of  Texas 

Battle  of  Lexington 

Signing  of  Armistice,  Nov.  11,  19 1  i 

Battle  of  Concord 

Boston  Tea  Party 

Purchase  of  Florida 

League  of  Nations 

Entrance  of  U.  S. — World  War. . . . 

Treaty  of  Versailles 

Treaty  of  1783 

Panic  of  1837 


48 
48 
48 
47 
47 


31.5 

31.5 
31.5 
34.5 
34.5 


44 
44 
43 
43 

42 


36.5 
36.5 
38.5 
38.5 

40 


40 

41 

43 
43 
43 
45 

Purchase  of  Alaska 

X 

38 
38 
38 

37 

Battle  of  Saratoga 

Fall  of  Quebec 

Nullification  Ordin. — S. 
Westward  Movement. . 

Carolina 

36 
35 
35 
35 
33 

46 

48 

48 

48 

50. 

50. 

5 
5 

Introduction  of  Slavery 

Ballot  Reform 

Treatv  of  1763 

Battle  of  Yorktown. . .  . 
Lewis  and  Clark  Exped 
Battle  ot  New  Orleans. 

tion 

x 

X 

X 

X 
X 

33 

first  fifty-one  events.  Xo  definite  date  or  period  can  well  be  assigned  to 
the  Westward  Movement.  A  study  of  Table  VI  reveals  that  twenty 
events  for  the  fifty-two  most  frequently  mentioned  dates  are  not  in- 
cluded in  the  fifty-one  most  frequently  mentioned  events.  The  teachers 
failed  to  mention  specifically  the  events  corresponding  to  three  dates, 
(1519.  Beginning  of  Magellan's  Voyage  around  the  world;  1S25,  Erie 
Canal  opened;  and  1914,  Beginning  of  the  World  War).  However,  each 
of  these  events  may  be  considered  as  included  in  a  more  general  event 
that  is  mentioned.  Thirteen  of  the  dates  corresponding  to  the  fifty-one 
most  frequently  mentioned  events  are  not  included  in  the  fifty-two  most 


[19] 


frequently  mentioned  dates  and  there  was  no  mention  of  the  date  of 
seven  of  the  fifty-one  events. 

The  lack  of  agreement  between  the  lists  of  dates  and  events  is  sig- 
nificant.   Since  a  date  is  the  time  when  an  event  occurred,  "knowing  a 


TABLE   VI.     CHRONOLOGICAL   ARRANGEMENT  OF   THE    FIFTY-TWO 

DATES  AND  FIFTY-ONE  EVENTS  MOST  FREQUENTLY  MENTIONED 

BY  164  ELEMENTARY  TEACHERS  OF  CHAMPAIGN  AND  PIATT 

COUNTIES  WITH  EXPERIENCE  TEACHING  UNITED  STATES 

HISTORY 


Dates 


Events 


Freq.     Rank      Date 


Event 


Rank 


Freq. 


15 

51 

1453 

161 

1   1492 

34 

32   1497 

20 

46.5  1507 

31 

34.5  1519 

25 

39.5  1519-22 

15 

51   1565 

130 

4   1607 

99 

17   1619 

121 

6   1620 

20 

46.5  1643 

4 

108.5  1759 

68 

22   1763 

29 

36   1765 

2 

148.5  1773 

51 

25   1774 

92 

18   1775 

140 

2   1776 

13 

54.5  1777 

45 

29   1781 

67 

23   1783 

101 

16   1787 

111 

11.5  1789 

47 

27.5  1793 

133 

3 

1803 
1804 

31 

34.5 

1807 

126 

5 

1812 

5 

97.5 

1815 

2 

148.5 

1817-25 

25 

39.5 

1818 

47 

27.5  1819 

102 

14  5 

1820 

Capture  of  Constantinople  by  the  Turks 

Discovery  of  America 

John  Cabot  discovers  North  America 

The  name  of  America  is  suggested 

Beginning  of  Magellan's  voyage  around  world 

Magellan's  fleet  sails  round  the  globe 

St.  Augustine  founded 

Founding  of  Jamestown  Colony 

Introduction  of  slavery 

Landing  of  the  Pilgrims 

New  England  Confederation  formed 

Fall  of  Quebec 

Treaty  of  1763 

The  Stamp  Act 

Boston  Tea  Party 

First  Continental  Congress 

Battle  of  Bunker  Hill 

Battle  of  Lexington 

Battle  of  Concord 

Declaration  of  Independence 

Battle  of  Saratoga 

I  Ratification  of  Articles  of  Confederation .... 

\  Battle  of  Yorktown 

Treaty  of  1783 

Constitutional  Convention 

Washington  inaugurated  President 

Invention  of  Cotton  Gin 

Purchase  of  Louisiana 

Lewis  and  Clark  Expedition 

Fulton's  Steamboat 

War  with  England 

Battle  of  New  Orleans 

Building  of  Erie  Canal  (See  1825  below) 

Illinois  admitted  to  the  Union 

Purchase  of  Florida 

Missouri  Compromise 


160 

7 

7 

111 

109.5 

12 

91.5 

16 

65 

27 

173.5 

6 

10 

83 

46 

36 

22 

61 

57.5 

29 

43 

38 

48 

35 

13.5 

71 

34  5 

47 

12 

75 

23 

60 

31.5 

48 

31.5 

48 

3 

131 

43 

38 

15 

70 

48 

35 

38.5 

43 

8 

109 

91.5 

16 

24 

58 

1 

140 

50.5 

33 

61 

28 

13.5 

71 

50.5 

33 

16 

69 

140.5 

9 

34.5 

47 

5 

118 

date"  would  necessarily  include  "knowing  the  event/'  and  in  general 
the  significance  of  a  date  is  due  to  the  significance  of  the  event.  In  a 
few  instances  the  significance  of  a  date  is  due  to  a  number  of  events 
that  are  grouped  about  it.    In  such  a  case  a  date  might  be  more  signifi- 


[20] 


cant  than  any  one  of  the  events.  However,  it  is  difficult  to  understand 
how  a  teacher  could  justify  the  listing  of  most  of  the  dates  in  Table  II 
as  important  without  also  giving  the  corresponding  event  among  those 
considered  as  important.     Since  a  considerable  number  of  the  teachers 


TABLE  VI.     Concluded 


Dates 

Events 

Freq. 

Rank 

Date 

Event 

Rank 

Freq. 

84 

20 
31 

86 

66 

24 

37 

33 

38 

41 

21 

54.5 

13 

30 

56 

46.5 

43.5 

11.5 

49 

14.5 

19 
42 
46.5 

53 
108.5 
7.5 
51 
43.5 

7.5 

197.5 

9 

10 

26 

1823 

1825 

1829 

1832 

1837 

1844 

1845 

1846 

1846-18 

1848 

1849 

1850 

1854 

1857 

1858 

1860 

1861 

1861-65 

1863 

1865 
1867 
1869 
1883 
1888 
1898 
1904 
1909 

1914 

1914-18 

1917 

1918 

1919 

Monroe  Doctrine 

2 

28.5 

43 

40 

65 
31.5 

69.5 

19.5 
289 

11 

17 

18 

27 

19.5 
140.5 
173.5 

25.5 
6 
4 

55.5 

41 

61 

21 

48 

28.5 

9 
140.5 

9 
25.5 
36.5 
31.5 
36.5 
38.5 
45 

132 

36 

6 

Erie  Canal  Opened  (See  1817-25  above) 

Spoils  System 

49 

9 
55 

Nullification   Ordinance   of   South   Carolina 
Panic  of  1837 

38 

42 

28 

Morse's  Telegraph 

27 

32 

Annexation  of  Texas 

48 

26 

Accession  of  Oregon  Territory 

25 

24 

War  with  Mexico 

64 

71 

Guadaloupe-Hidalgo  Treaty 

9 

13 

Gold  Rush  to  California 

82 

106 

Compromise  of  1850 

68 

42 

Kansas-Nebraska  Act 

65 

12 

Dred  Scott  Decision 

54 

20 

Lincoln-Douglas  Debates 

60 

22 

Secession  of  South  Carolina 

9 

111 
18 

Inauguration  of  Lincoln 

Civil  War 

6 
55 

1  Emancipation  Proclamation 

112 

102 

\  Battle  of  Gettysburg. 

122 

90 

Lee's  Surrender 

30 

23 

Purchase  of  Alaska 

40 

20 

14 

First  Transcontinental  Railroad 

Civil  Service  Reform 

28 
63 

4 

Ballot  Reform 

35 

119 

Spanish- American  War 

49 

15 
22 

119 

1 

Panama  Canal  Begun  (See  1914  below) 

Peary  Reaches  North  Pole 

(Beginning  of  World  War  (See  1914-18  below). 
(Panama  Canal  Opened  (See  1904  above). .  .. 
World  War 

85 

9 

85 
55 

115 

United  States  Enters  World  War 

44 

112 

Signing  of  Armistice 

48 

J  League  of  Nations 

44 

49 

[Peace  Treaty  of  Versailles 

43 

Westward  Movement 

37 

answering  the  questionnaire  gave  several  dates  without  the  correspond- 
ing events,  it  appears  that  they  have  not  thought  sufficiently  clearly 
about  their  objectives  in  United  States  history. 

In  interpreting  Table  VI  the  reader  should  bear  in  mind  that 
dependence  of  an  event  upon  its  date  is  not  the  same  as  the  relation  of 
a  date  to  the  event.  The  date  of  its  occurrence  is  only  one  phase  of  an 
event.  A  pupil  may  know  many  things  about  an  event  and  yet  not  know 


[21] 


its  date  and  frequently  when  it  is  desirable  for  him  to  know  when  an 
event  occurred,  the  knowledge  of  its  chronological  relation  to  certain 
other  events  is  sufficient.  Hence,  we  might  expect  several  of  the  events 
in  this  table  to  have  frequencies  large  enough  to  give  them  a  rank  con- 


TABLE  VII.    THE  FIFTY  PERSONAGES  MENTIONED  MOST  FREQUENT- 
LY BY  163  ELEMENTARY  TEACHERS  OF  CHAMPAIGN  AND  PIATT 
COUNTIES   WITH   EXPERIENCE  TEACHING   UNITED   STATES 
HISTORY  COMPARED  WITH  TRYON'S  LIST,  FORT  WAYNE 
LIST,  AND  THE  FIRST  FIFTY  OF  WASHBURNE'S  LIST 


Fre- 
quency 


Rank 


Names 


Tryon's 

List 


Fort 

Wayne 

List 


Wash- 

burne's 

First 

Fifty 


161 
157 
155 
150 
150 


Lincoln,  Abraham 

Washington,  George  .  . . 

Grant,  Ulysses  S 

Jefferson,  Thomas 

Lee,  Robert  E 

Columbus,  Christopher. 

Wilson,  Woodrow 

Roosevelt,  Theodore.  .  . 
Franklin,  Benjamin. .  .  . 
Clay,  Henry 

Douglas,  Stephen  A. . . . 

Webster,  Daniel 

Whitney,  Eli 

Pershing,  Gen.  John  J. . 
Jackson,  Andrew 

Fulton,  Robert 

Hamilton,  Alexander. . . 

Monroe,  James 

Morse,  Samuel  F.  B.. . . 
Calhoun,  John  C 

Clark,  Geo.  Rogers  .  . .  . 

Smith,  Capt.  John 

Penn,  William 

Edison,  Thomas  A 

Bell,  Alexander  Graham 


150 
150 
148 
147 
143 


5.5 
5.5 
8 
9 
10 


140 
139 
128 
127 
125 


11 
12 
13 
14 
15 


123 
119 
118 
115 
109 


16 

17 
18 
19 
20 


107 

100 

98 

98 

87 


21 
22 

23.5 
23.5 

25 


siderably  higher  than  the  corresponding  dates,  and  it  is  possible  to 
justify  the  omission  of  the  specific  dates  of  such  events  as  the  Battle 
of  Lexington,  or  the  opening  of  the  Erie  Canal. 

Tables  VII,  VIII,  IX,  and  X,  present  tabulations  of  the  replies  to 
the  request  to  give  "the  names  of  30  to  50  persons  in  United  States 
history  which  you  believe  children  completing  the  seventh  and  eighth 
grades  should  know  well  enough  so  that  (1)  given  the  event  with  which 
the  person  was  connected  and  his  relation  to  it  or  his  major  accom- 


[22] 


plishments,  the  pupil  will  be  able  to  supply  the  name,  or  (2)  given  the 
name  of  the  person  the  pupil  will  be  able  to  tell  the  thing  for  which  he 
is  noted."  Table  VII  should  be  read:  Of  the  first  fifty  personages  as 
ranked  by  frequency  of  mention  by  163  elementary  teachers  of  Cham- 


TABLE  VII.     Concluded 


Fre- 
quency 

Rank 

Names 

Tryon's 
List 

Fort 

Wayne 

List 

Wash- 

burne's 

First 

Fifty 

86 

26.5 

26.5 

28 

29 

31 

Magellan,  Ferdinand 

X 
X 
X 

86 

X 
X 

83 

McKinley,  Wm 

81 

Henry,  Patrick 

74 

Madison,  James 

74 

31 
31 
33 

34 
35.5 

Davis,  Jefferson 

X 

X 

X 
X 

74 

McCormick,  Cvrus 

73 

70 

67 

Cabot,  John 

67 

35.5 

37.5 

37.5 

39 

40 

X 
X 

X 
X 
X 
X 

65 
65 

Lafayette,  Marquis  de 

X 

59 
58 

Stowe,  Harriet  Beecher 

Raleigh,  Sir  Walter 

55 

41 
42 

43.5 
43.5 

45 

Vespucci,  Amerigo 

54 

De  Soto 

52 
52 

49 

Taft,  Wm.  H 

X 

48 
48 
48 
45 
45 

47 

47 

47 

49.5 

49.5 

Adams,  John 

Jay,  John 

Arnold,  Benedict 

X 
X 

paign  and  Piatt  counties  with  experience  teaching  United  States  history, 
Abraham  Lincoln  ranks  first  with  a  frequency  of  mention  of  161  and 
also  appears  in  Tryon's  List,25  in  the  Fort  Wayne  Course  of  Study20 
and  among  the  first  fifty  of  Washburne's  List;27  Daniel  Webster  ranks 


"Thirty-two  names  about  which  pupils  should  be  able  to  write  200  words  are 
given.  One  hundred  and  thirteen  other  names  are  given  which  the  pupils  should  be 
able  to  identify.    The  latter  are  not  used  in  this  table. 

20The  list  includes  the  55  names  in  bold  faced  type  out  of  a  total  list  of  137  names. 

27This  list  was  determined  from: 

Washburne,  Carleton  W.  "Basic  facts  needed  in  history  and  geography;  a 
statistical  investigation."  Twenty-Second  Yearbook  of  the  National  Society  for  the 
Study  of  Education,  Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Com- 
pany, 1923,  p.  222-33. 

[23] 


twelfth  with  a  frequency  of  mention  of  139  and  appears  in  Tryon's  List 
but  not  in  the  Fort  Wayne  List  or  among  Washburne's  First  Fifty. 
Although  the  frequency  of  mention  by  the  163  elementary  teachers  of 
experience  decreases  rapidly  in  Table  VII,  the  decrease  is  less  rapid 


TABLE    VIII.      PERSONAGES    APPEARING    IN    TRYON'S    LIST,    FORT 

WAYNE  LIST,  AND  WASHBURNE'S  FIRST  FIFTY  BUT  NOT  AMONG 

FIFTY    PERSONAGES    MOST    FREQUENTLY    MENTIONED    AS 

LISTED  BY  163  ELEMENTARY  TEACHERS  OF  CHAMPAIGN 

AND  PIATT  COUNTIES  WITH  EXPERIENCE  TEACHING 

UNITED  STATES  HISTORY 


Name 

Champaign  and 
Piatt  Teachers 

Tryon's 
List 

Fort 
Wayne 

List 

Wash- 
burne's 
List 

Rank           Freq. 

Rank 

Adams,  Samuel 

63                   32 

X 

X 

X 
X 

114 

52 
100 

13 

43 
18 

42 

48 

Balboa 

Barton,  Clara 

81.5 
317 
143.5 
180.5 

25 
1 
8 
4 

X 

X 

X 

X 
X 

55                  41 

Brvan,  W.  J 

Burke,  E 

55                  41 
317                    1 

180.5                4 

X 

7 

Carnegie,  A 

Carranza 

45 
12 
47 

Champlain,  S 91.5               22 

Charles  II 

X 
X 

37 

40 

Cleveland,  G 1       55                  41 

Daniels,  J 

16 

28 

Dix,  Dorothea 246.5                2 

X 

X 

Eliot,  C.  W 

Elizabeth,  Queen 246.5                 2 

X 

33 
15 

Emerson,  R.  W 1      128                    10 

Field,  Cvrus 68.5              29 

11 

than  in  the  case  of  either  dates  or  events.  Furthermore,  although  the 
teachers  were  asked  to  give  30  to  50  names,  the  total  number  of  names 
is  only  360,  while  in  response  to  the  requests  to  give  only  20  to  25 
items,  233  dates  and  435  events  were  mentioned.  These  facts  suggest 
that  the  teachers  replying  to  the  questionnaire  are  more  nearly  in 
agreement  in  regard  to  names  of  persons  to  be  learned  than  they  are 
in  the  case  of  either  dates  or  events. 


[24] 


Table  VIII  furnishes  additional  evidence  of  the  degree  of  agree- 
ment of  the  teacher's  list  with  Tryon's  List,  The  Fort  Wayne  List,  and 
Washburne's  First  Fifty.  Tryon's  List  contains  only  thirty-two  names. 
Twenty-six  of  these  are  found  in  the  teacher's  list.    The  ones  omitted 


TABLE  VIII.     Concluded 


Xr 


Champaign  and 
Piatt  Teachers 


Rank 


Freq. 


Tryon's 
List 


Fort 
Wayne 

List 


Wash- 
burne's 
List 


Rank 


Foch,  Marshall. 
Gompers,  S  .  . .  . 
Greeley,  Horace 
Hancock,  J  .  .  .  . 
Harriman,  E.  H. 

Harrison,  B.  .  .  . 
Hawthorne,  N. . 

Hay,  John 

Hindenberg 

Hoover 

Hughes,  C.  E..  . 

Irving,  W 

James  I 

James  II 

James,  Henry. . . 

Johnson,  A 

Kitchener 

Lafollette,  R  . .  . 
Lloyd-George. . . 
Lodge,  H.  C... 

Longfellow,  H. . 
Lowell,  J.  R.... 
Marshall,  John  . 
McAdoo,  W.  G. 
Montcalm 

Morgan,  J.  P.  . . 

Napoleon  I 

Otis,  James 

Pitt,  William.  .  . 
Rockefeller,  J. . . 

Root,  Elihu 

Seward,  Wm.. . . 

Stanton,  E 

Twain,  Mark.  . . 
Washington,  B. 

Whitman,  W. . . 

Wilhelm  II 

Williams,  R.... 

Wolfe,  J 

Wood,  Leonard. 


77.5 
81.5 
137 


26 

25 

9 

24 


49 
39 


46 


137 

166.5 

246.5 

71 


9 

5 
2 

28 


32 

50 
43 


180.5 
74.5 


4 

27 


10 

44 


26 


317 
317 
317 
392 


23 
1 
1 
1 


22 

35 

8 

24 


102 
148 
74.5 
166.5 
110.5 


17 
7 

27 
5 

14 


27 
23 

31 


246.5 
317 
166.5 
106 

246.5 


2 
I 

5 

16 

2 


14 

6 


17 


180.5 

86 
317 

98 
205.5 


4 
24 

1 
19 

3 


19 
21 


180.5 
166.5 

57 

68.5 
205.5 


4 

5 

40 

29 

3 


[25] 


29 
9 


are  Samuel  Adams,  Thomas  Benton,  Daniel  Boone,  Dorothea  Dix, 
Cyrus  Field,  and  John  Marshall.  Twenty-nine  of  the  fifty-five  names 
in  the  Fort  Wayne  List,  and  fourteen  of  Washburne's  First  Fifty  are 
included  in  the  fifty  names  most  frequently  mentioned  by  the  elemen- 
tary teachers. 

TABLE  IX.     RANKINGS  OF  TWENTY-FIVE   MEN  PROMINENT 
IN  CIVIL  LIFE  BETWEEN  1765  AND  1865 


163 
Elemen- 
tary 
Teachers 

of  Ex- 
perience 

Bagley's 

Wash- 
burne's 
List 

Name 

Text- 
books 

Ency- 
clope- 
dias 

Histo- 
rians 

Maga- 
zines 

Washington,  George  .  . . 

Tefferson,  Thomas 

Franklin,  Benjamin. . .  . 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 
11 
12 

13.5 
13.5 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 

1 
2 
3 

10.5 

8 
16.5 

14 

4 

7 

10.5 
14 
12 
20.5 

6 

5 
24.5 
16.5 
22.5 
22.  5 

9 

24.5 

18.5 

14 

20.5 

18.5 

1 

4 
2 
3 

10 

20 

7 

8 

5 

12 

14 

21 

15 

11 

6 

23 

18 

25 

24 

9 

17 

19 

22 

16 

13 

2 
1 

3 

6 

9 

15 

5 

8 

4 

17 

10 

16 

18 

7 

11 

14 

13 

23 

25 

12 

24 

22 

20 

19 

21 

1 

3 

2 

4 

6 
14.5 

7 

5 

9.5 

8 
17 
23 
.11 
17 

12.5 
23 

21 
17 
9.5 
23 
20 
12.5 
19 
14.5 

1 

2 

3 

4 

12 

Douglas,  Stephen 

Webster,  Daniel 

Jackson,  Andrew 

Hamilton,  Alexander. . . 

Calhoun,  John  C 

Henry,  Patrick 

Davis,  Jefferson.* 

Madison,  Tames 

11 
7 
6 
5 

15 

17 
8 
9 

10 

Jay, John 

Adams,  Samuel 

Burr,  Aaron 

16 

Adams,  John  Quincy... 
Harrison,  Wm.  Henry.  . 
Tyler,  John 

13 

Van  Buren,  Martin.  .  .  . 

Polk,  James  K 

Buchanan,  James 

14 

The  fact  that  a  large  number  of  names  included  in  the  teacher's 
list  and  in  one  or  both  of  the  first  two  comparative  lists  do  not  appear 
in  Washburne's  First  Fifty  (See  Table  VII)  suggests  that  it  is  not  very 
satisfactory  as  a  basis  of  objectives  in  United  States  history.  This  con- 
clusion is  strengthened  by  an  examination  of  Table  VIII  which  gives 
the  other  names  in  Washburne's  First  Fifty,28  and  is  also  suggested  by 

280ne  hundred  thirty-five  of  the  360  names  given  by  the  163  elementary  teachers 
were  found  in  Washburne's  complete  list.  In  several  cases  the  agreement  in  rank  is 
relatively  close:  Abraham  Lincoln  1-2  (The  first  ranking  is  that  for  the  Teacher's 
List),  Theodore  Roosevelt  8-1.  Thomas  A.  Edison  23.5-30.  James  Buchanan  202.5-206. 
In  many  cases  there  are  striking  differences:  William  H.  Taft  45-4,  Mark  Twain  98-21, 
Ralph  Waldo  Emerson  127-11,  Jane  Addams  114-42,  Charles  E.  Hughes  177.5-10, 
Patrick  Henry  29-239,  R.  M.  Lafollette  314-35,  Alexander  Graham  Bell  25-194. 

[26] 


the  fact  that  it  is  merely  a  statement  of  the  names  encountered  in  read- 
ing certain  types  of  material;  it  does  not  purport  to  be  a  determination 
of  the  historical  knowledge  needed  for  other  purposes. 

Tables  IX  and  X  present  additional  comparisons  with  the  ranking 
of  certain  names  by  this  group  of  elementary  teachers.   Table  IX  gives 

TABLE  X.     RANKINGS  OF  TWENTY-FIVE  MEN  PROMINENT  IN 
MILITARY  AND  NAVAL  AFFAIRS  BETWEEN  1765  AND  1865 


163 
Elemen- 
tary 
Teachers 
of  Ex- 
perience 

Bagley's8 

W7ash- 

burne's 

List 

Name 

Text- 
books 

Ency- 
clope- 
dias 

Histo- 
rians 

Maga- 
zines 

Washington,  George  .  . . 

Grant,  Ulysses  S 

Lee,  Robert  E 

Jackson,  Andrew 

Jackson,  Stonewall  .... 

Arnold,  Benedict 

Howe,  Elias 

1 

2 

3 

4 

5 

6 

7 

8 

9.5 

9.5 
11 
12 
13 
14 
15 
16 
17 

18.5 
18.5 
20 
21 

22.5 
22  5 
24^5 
24.5 

1 

3 

2 
23 

4 
12.5 

9 

8 
16 

14.5 
23 
11 
23 

6 
14.5 

5 
23 
17 

19.5 
23 

7 
12.5 
19.5 
10 
18 

4 

1 

3 

9 

2 
10 

5 
25 
13 
12 

6.5 
18.5 
18.5 

8 
11 
14 

18.5 
21 

23.5 
22 
15 

6.5 
23.5 
18.5 
16 

1 

2 

3 
11 

4 

5 
21 
22 

9 
15 

6 

17.5 
19.5 

8 
10 
16 

19.5 
13 

24.5 
14 
12 

7 
24.5 
17.5 
23 

3 
1 
2 

6.5 
6.5 
8 
11 

9.5 

12.5 

4.5 
14 
16 

9.5 

4.5 
16 
16 

12.5 

1 

2 
3 
4 
5 
8 
9 

Sheridan,  Gen.  Phillip.. 
Taylor,  Gen.  Zachary.  . 
Farragut,  Adm.  D.  G. .. 
Burgoyne,  Gen 

6 
11 

Harrison,  Wm.  Henry  . . 
McClellan,  Gen.  Geo...  . 
Scott,  Gen.  Winfield. . . . 

Cornwallis,  Lord 

Hooker,  Thomas 

Thomas,  Geo.  H 

Gage,  Gen 

7 

Meade,  Gen 

10 

Johnston,  Gen.  Joseph  . 

Greene,  Nathaniel 

Early,  Gen.  Jubal 

Clinton,  Sir  Henry 

Schuyler 

aCertain  obvious  errors  in  ranking  which  appear  in  the  original  table  in    the   Seventeenth  .Year- 
book have  been  corrected  in  this  table. 

six  rankings  for  twenty-five  men  prominent  in  civil  life  between  1765 
and  1865. 29  In  general  the  ranks  determined  from  the  frequencies  of 
mention  by  the  elementary  teachers  of  experience  agree  closely  with  the 
rankings  reported  by  Bagley.    It  is  significant  that  eight  of  the  names 


29The  original  list  is  given  in: 

Marston,  L.  E.,  McKown,  H.  C,  and  Bagley,  W.  C.  "A  method  of  determining 
misplacements  of  emphasis  in  seventh  and  eighth-grade  history."  Seventeenth  Yearbook 
of  the  National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois: 
Public  School  Publishing  Company,  1918,  p.  95. 


[27] 


do  not  appear  in  Washburne's  List  and  Samuel  Adams  was  not  included 
in  the  magazine  list  reported  by  Bagley. 

Table  X  gives  similar  information  for  twenty-five  men  prominent 
in  military  and  naval  affairs  between  1765-1865. 30  Six  of  these  names 
do  not  appear  in  the  magazine  list  and  fourteen  are  not  found  in  Wash- 
burne's List. 

TABLE  XI.    MISCELLANEOUS  FACTS  HAVING  A  FREQUENCY  OF  MEN- 
TION OF  TEN  OR  MORE  AS  GIVEN  BY  152  GRADE  TEACHERS  OF 
CHAMPAIGN     AND     PIATT     COUNTIES     WITH     EXPERIENCE 
IN  TEACHING  UNITED  STATES  HISTORY 


Rank 


Fact 


Frequency 


1 

2 

3 

4 

5 

6 

7 

8 

9 
10 
11 
12 
14 
14 
14 
16 
18 
18 
18 

20.5 
20.5 
23.5 
23.5 
23.5 
23.5 


Population  of  the  United  States 

Three  forms  of  Colonial  Government 

Cost  of  Civil  War 

Period  of  Reconstruction 

Amendments  to  Constitution 

Underground  Railroad 

Financial  Cost  of  World  War 

Departments  of  United  States  Government. 

Washington — Capital  of  United  States 

Powers,  Duties  of  United  States  President    . 

Laws  of  United  States  (how  made) 

Election  ol  President 

President's  Cabinet 

Senate  of  the  United  States 

Qualification  of  President — United  States. . . 

Popular  Sovereignty 

The  Electoral  College 

Era  of  Good  Feeling 

Initiative,  Referendum,  Recall 

Development  of  Railroads 

Tariffs 


Political  Parties 

Immigration 

Protective  Tariff 

House  of  Representatives. 


65 
51 
33 
27 
26 
24 
23 
22 
20 
18 
17 
15 
14 
14 
14 
13 
12 
12 
12 
11 
11 
10 
10 
10 
10 


Miscellaneous  facts.  The  fourth  request  of  the  questionnaire  was 
to  give  15  to  25  facts  not  included  under  dates,  persons,  or  events.  The 
total  number  of  facts  mentioned  in  response  to  this  request  was  602. 
Table  XI  gives  those  having  a  frequency  of  ten  or  more.  The  high  total 
number  of  facts  and  the  relatively  low  frequencies  indicate  much  lack 
of  agreement  concerning  the  miscellaneous  facts  that  pupils  should 
learn. 

Classification  of  thought  questions.  In  handling  the  2707  questions 
submitted  by  the  teachers  those  that  appeared  to  be  fact  questions  were 
eliminated.     These  included  questions  such  as:     "Name  three  Spanish 

30Ibid,  p.  96. 


[28] 


explorers,  three  French,  and  two  English."  "Locate  on  the  map  the 
place  each  discovered  and  give  the  date."  "Give  three  recent  amend- 
ments to  the  Constitution."  Many  questions  were  retained  which  might 
involve  thought  responses  under  certain  circumstances,  but  which 
probably  would  call  for  fixed-association  responses.  An  example  of  this 
is:  "Discuss  the  abolition  movement,  giving  reasons  for  and  the  effects 
of  it."  On  the  whole,  the  teachers  seem  to  have  had  a  pretty  good  idea 
of  what  constitutes  a  thought  question.  Three  questions  were  so  ex- 
tremely ambiguous  as  not  to  be  usable,  and  five  questions  were  so 
restricted  to  Illinois  history  that  they  were  judged  to  be  inappropriate. 
After  all  eliminations  had  been  made  2500  questions  remained. 
These  were  then  classified  roughly  into  nine  groups  corresponding  to 
nine  major  periods  of  American  history: 

I.  Discovery  and  Colonization  (1492-1699) 
II.  Founding  of  a  New  Nation  (1700-1783) 

III.  The  New  Republic  (1784-1814) 

IV.  National  Expansion  and  Sectionalism  (1815-1860) 
V.  Civil  War  (1861-1865) 

VI.  Reconstruction  (1866-1870) 
VII.  Industrial,  Political,  and  Social  Progress  (1871-1897) 

VIII.  Beginnings  of  United  States  as  a  World  Power  (1898-1912) 
IX.  Accentuated  World  Relations   (1913-present) 

The  next  step  was  to  classify  the  questions  in  each  of  these  nine 
groups  into  subordinate  and  more  homogeneous  groups  on  the  basis  of 
the  topics  involved  in  the  questions.  Table  XII  gives  a  brief  summary 
of  this  classification.  Of  the  2500  thought  questions  classified,  275  re- 
lated to  topic  I,  "Discovery  and  Colonization  (1492-1699)."  Of  these, 
100  related  to  subtopic  A,  "Discovery  and  exploration,"  170  related  to 
subtopic  B,  "Colonization,"  and  5  were  of  such  a  miscellaneous  char- 
acter as  not  to  be  classifiable  under  either  of  these  larger  subtopics.  Of 
the  100  relating  to  subtopic  A,  2  dealt  with  "The  Norsemen,"  72  dealt 
with  "Old  World  conditions  related  to  the  discovery  of  America,"  and 
so  forth.  Of  the  72  just  mentioned,  34  related  to  "Political,  economic, 
and  social  conditions"  and  38  to  the  "Advancement  of  knowledge  and 
thought." 

Table  XII  shows  the  topics  of  United  States  history  which  this 
group  of  teachers  think  pupils  completing  the  seventh  and  eighth  grades 
should  "know  about"  so  that  they  can  answer  thought  questions  relat- 
ing to  them.  The  number  of  thought  questions  classified  under  the 
several  topics  may  be  taken  as  a  rough  index  of  their  relative  importance 
as  judged  by  this  group  of  teachers. 

[29] 


TABLE  XII.     TOPICAL  SUMMARY  OF  THOUGHT  QUESTIONS 


Topics 

I.  Discovery  and   Colonization   (1492-1699) 

A.  Discovery  and  exploration 

1 .  The  Norsemen 

2.  Old  World  cond.  related  to  discov.  of  America 

a.  Political,  economic,  and  social 

b.  Advancement  of  knowledge   and   thought. 

3.  Naming  of  America 

4.  Evaluation  of  discoverers  and  explorers 

B.  Colonization 

1.  Motives  for  colonization 

2.  Claims  of  European  powers 

3.  Success  of  European  powers  as  colonizers 

4.  Colonial  government 

5.  Influence  of  environment  on  colonization 

6.  Life  and  character  of  the  colonists 

7.  Relations  of  colonists  to  Indians 

8.  Religious  tolerance 

9.  Colonial  education 

10.  Contributions  of  colonists  to  later  Am.  life. .  .  . 

C.  Miscellaneous 

II.  Founding  of  a  New  Nation  (1700-1783) 

A.  Colonial  conditions  in  general 

1.  Comparison  of  colonies 

2.  Living  conditions 

3.  Commerce,  industry,  and  communication 

B.  Explorations  of  the  West 

C.  French  and  Indian  War 

1.  Causes 

2.  Campaigns 

3.  Results 

D.  The  American  Revolution 

1.  Causes 

2.  Campaigns 

3.  Results 

4.  Treaty  of  Peace  

5.  Declaration  of  Independence 

6.  Attitudes  of  English  and  Colonists 

7.  Conditions  during  and  immediately  after 

8.  Leaders 

9.  Reasons  for  winning 

10.   France's  relation 

E.  Forces  toward  formation  of  a  union 

F.  Miscellaneous 

III.  The  New  Republic  (1784-1814) 

A.   Organization  of  the  Government 

1.  Difficulties  met 

2.  Articles  of  Confederation 

a.  Weaknesses 

b.  Compared  with  Constitution 

3.  Constitution  (national) 

a.  Amending 

b.  General  plan  of  government 

c.  Administrative  department 

d.  Legislative  department 

e.  Judicial  department 

4.  State  constitutions 


No.  of  Questions 


34 
38 


20 
28 

7 
12 

4 
12 

6 


2 
72 


6 
20 

36 
12 

31 

25 

9 

13 

24 
9 

2 
9 


7 
15 
13 


16 

11 
22 

75 

22 

13 

3 

6 

5 

6 

10 

10 


21 

48 


41 


100 


170 


35 


9 

4'' 


158 


21 

2 


113 


275 


274 


304 


[30] 


TABLE  XII.— Continued 


Topics 

No 

of  Questions 

B.   Development  of  the  West 

12 
24 
4 
1 
5 
6 

13 

22 
22 
11 
19 

30 
16 

14 
36 

8 

13 

7 
18 
15 

4 
28 

77 
52 

17 
37 
13 
10 
14 
13 

74 

■26 

13 
46 

21 
20 
11 

32 

56 

42 

6 

58 

13 
19 

7 

2 

53 

21 
6 

11 
1 

265 
347 

7 

2.   Westward  movement 

3.  Ordinance  of  1787 

D.  Political  issues 

E.  Neutrality  during  French  Revolution 

G.  War  of  1812 

3.   Results 

4.   Compared  with  Revolutionary  War 

H.   Commerce,  industry,  and  communication 

K.  Miscellaneous 

IV.  National  Expansion  and  Sectionalism  (1815-1860)  .... 
A.   Development  and  expansion 

619 

1.  Living  conditions 

2.  Inventions 

3.  Commerce,  industry,  and  communication 

4.  Territorial  acquisitions 

a.   General 

b.   Louisiana  Purchase 

d.   Gadsden  Purchase 

e.  Oregon 

f.   Alaska 

5.   Gold  Rush  to  California 

6.   Monroe  Doctrine 

7.   Political  parties  and  elections 

8.  Policies  of  Jackson 

9.  Financial  conditions 

10.   War  with  Mexico 

a.   Causes 

B.  Sectionalism 

1.  Struggle  for  balance  of  power 

a.  Territ.  annex,  and  state  admission 

b.   Missouri  Compromise 

c.   Compromise  of  1 850 

d.   Kansas-Nebraska  Bill 

2.  Dred  Scott  Case 

3.  Interrelations  of  Missouri  Compromise,  Compro- 

mise of  1850,  Kansas-Nebraska  Bill,  and  Dred- 

4.  National  vs.  State  rights 

a.  Nullification 

b.  Secession 

5.  Lincoln-Douglas  debates 

6.  Abolition  movement 

7.  Effects  of  slavery 

8.  Cond.  favorable  and  unfavorable  to  slavery 

9.  Influences  leading  directly  to  Civil  War 

10.  Comparison  of  North  and  South 

1 1 .  Leaders 

C.   Miscellaneous 

[31  ] 


TABLE  XII.— Continued 


Topics 

V.  Civil  War  (1861-1865) , 

A.  Campaigns 

B.  Emancipation  Proclamation 

C.  Finances 

D.  Relation  of  England  to 

E.  Compared  with  Revolutionary  War 

F.  Lincoln's  attitude 

G.  Leaders 

1.  Evaluation 

2.  Compared  with  earlier  leaders 

H.   Miscellaneous 

VI.  Reconstruction  (1866-1870) 

A.  Results  of  the  Civil  War 

B.  Problems  and  work  of  reconstruction 

C.  The  race  problem 

D.  Commerce,  industry,  and  transportation 

E.  Miscellaneous 

VII.  Industrial,  Political,  and  Social  Progress  (1871-1897) 

A.  Inventions  and  inventors 

B.  Political  conditions 

C.  Reforms 

1.  Civil  service 

2.  Australian  ballot 

3.  Interstate  commerce  commission 

D.  Financial  conditions 

E.  Commerce,  industry,  and  communication 

F.  Labor  and  capital 

G.  Urbanization 

H.   Miscellaneous 

VIII.  Beginnings  of  U.  S.  as  a  World  Power  (1898-1912).. 

A.  Spanish-American  War 

1.  General 

2.  Causes 

3.  Results 

B.  Treatment  of  outlying  possessions 

1.  Cuba 

2.  Philippines 

3.  Hawaii 

C.  Relations  of  U.  S.  with  other  nations 

1.  South  America 

2.  Other  countries  than  South  America 

D.  Panama  Canal 

E.  Natural  resources 

F.  Leaders 

G.  Miscellaneous 


No.  of  Questions 


24 
9 
2 


1 

24 
4 

2 
15 

2 

7 
6 


In  the  Appendix  representative  thought  questions  are  given  for  the 
topics  having  the  higher  frequencies.  In  general  these  questions  are 
modifications  of  those  submitted  by  the  teachers.31  The  purpose  was  to 
incorporate  in  a  comparatively  few  questions  most  of  the  ideas  involved 

"Mr.  R.  E.  Norris  formulated  most  of  the  preliminary  statements  of  these  ques- 


[52] 


TABLE  XII.— Concluded 


Topics 

IX.  Accentuated  World  Relations  (1913-present). . 

A.  World  relations 

1.  World  war 

a.  Causes 

b.  Reasons  for  entrance  of  U.  S 

c.  War  policies  of  U.  S 

d.  Campaigns 

e.  Methods  of  warfare 

f.  Part  played  by  U.  S 

g.  Results 

2.  Reconstruction 

a.  Conditions 

b.  Compared  with  recon.  after  Civil  War 

3.  W7ilson's  administration 

4.  League  of  Nations  and  World  Court 

5.  U.  S.  in  relation  to  other  nations 

a.  General 

b.  Monroe  Doctrine 

c.  Governments  compared 

d.  Position  of  U.  S.  as  a  power 

e.  Policies  of  acquiring  territory 

6.  Immigration 

B.  Internal  affairs 

1.  Legislation 

a.  Government  control  of  railroads 

b.  Federal  reserve  banks 

c.  Woman  suffrage -. 

d.  Prohibition 

2.  Tariff  and  taxation 

3.  Political  parties 

4.  General  social  conditions 

5.  Municipal  government 

6.  Aviation 

C.  Leaders  of  the  period 

1.  Evaluation 

2.  Comparisons 

D.  In  perspective 

1.  Economic  and  social  changes 

2.  Evaluation  of  historical  material 

3.  Education 

4.  Expositions 

5.  Leaders 

6.  Citizenship 

7.  Relation  of  literature  to  history 

8.  Value  of  the  study  of  history 

9.  Terms 

E.  Miscellaneous 

Total  Number  of  Thought  Questions 


No.  of  Questions 


6 
55 

9 
12 
18 

7 
29 

9 

22 


17 
27 

6 
10 

7 


10 

5 


136 


31 


13 

36 

67 


47 

32 


32 

25 

22 

4 

7 

3 
6 

18 
4 

25 
3 

12 


16 


330 


122 


101 


571 


2500 


in  the  many  questions  furnished  by  the  teachers.  For  example,  the 
seventy-two  questions  relating  to  "Old  World  conditions  related  to  the 
discovery  of  America"  were  reduced  to  eight  questions.  Questions  were 
framed  in  this  way  for  only  the  more  important  (approximately  three- 


[33] 


fourths)32  of  the  topics.  These  topics  were  selected  on  the  basis  of  fre- 
quency of  mention,  supplemented  by  the  judgment  of  the  writers. 

No  comparative  data  are  available  for  evaluating  the  thought  ques- 
tions reported  but  as  they  were  studied  during  the  process  of  classifying 
them,  the  writers  came  to  have  much  respect  for  the  judgments  of  these 
teachers.  One  of  the  most  significant  criticisms  of  the  questions  is  that 
many  of  them,  especially  those  relating  to  the  more  recent  periods  of 
our  history,  are  so  difficult  that  pupils  completing  the  eighth  grade 
cannot  "think  out"  satisfactory  answers.  In  fact  many  of  the  questions33 
would  be  difficult  for  college  students  unless  their  answers  are  judged 
with  reference  to  very  low  standards.  A  number  of  the  questions  might 
be  taken  as  problems  for  graduate  theses.  When  such  difficult  ques- 
tions are  asked  elementary  school  pupils,  their  answers  at  best  will  be 
general,  incomplete,  and  frequently  not  clearly  understood  although 
given  dogmatically.  It  seems  reasonable  that  the  continued  practice  of 
asking  such  difficult  questions  and  the  consequent  acceptance  of  low 
grade  responses  as  satisfactory  will  tend  to  make  pupils  uncritical  and 
discourage  reflective  thinking. 

Although  many  of  the  questions  may  be  criticized  as  being  too 
difficult,  the  wide  range  of  topics  covered  and  even  the  presence  of 
difficult  questions  are  indicative  of  the  efforts  of  the  teachers  to  empha- 
size objectives  other  than  those  commonly  described  as  memorized  facts. 
This  is  to  be  commended. 

Use  of  the  results  of  the  investigation  in  formulating  objectives. 
In  addition  to  answering  the  questions  stated  on  page  8,  the  data 
presented  may  be  used  by  teachers  in  formulating  the  objectives  of 
United  States  history  in  the  seventh  and  eighth  grades.  Tables  II,  III 
and  IV  present  the  best  available  information  in  regard  to  the  dates 
that  pupils  should  learn.  Tables  Y  to  XI  furnish  information  concern- 
ing other  classes  of  facts.  Table  XII  and  the  Appendix  furnish  a  state- 
ment of  the  types  and  content  of  the  thought  questions  pupils  should 
be  able  to  answer. 

In  formulating  objectives  the  teacher  should  bear  in  mind  the  expo- 
sition of  knowledge  and  memorized  facts  beginning  on  page  5.  Pupils 
should  memorize  a  number  of  historical  facts.  It  is  not  unreasonable  to 
require  them  to  memorize  thirty  to  fifty  dates  and  a  somewhat  larger 


"However,  these  topics  included  slightly  more  than  ninety  percent  of  the  2500 
questions  that  were  classified. 

33For  example,  "What  are  the  chief  effects  of  free  schools  and  free  speech  on 
national  life?"  "Trace  the  social  development  of  the  West  from  the  time  of  its  settle- 
ment to  the  present."    "What  is  the  relation  between  democracy  and  education?" 

[34] 


number  of  names  and  events  plus  several  miscellaneous  facts.  However, 
the  teacher  should  distinguish  between  "memorized  symbols"  and  real 
knowledge.  For  this  reason  she  should  emphasize  thought  questions  as 
objectives.  In  doing  this  it  is  necessary  to  bear  in  mind  that  recognition 
of  thought  questions  as  objectives  does  not  mean  that  the  pupils  are 
to  learn  the  answers  to  certain  specified  questions  so  that  they  can 
recite  the  answers  when  called  upon.  Ability  to  answer  thought  ques- 
tions means  the  ability  to  answer  "new"  questions  or  at  least  questions 
for  which  one  does  not  remember  a  ready-made  answer.  Hence,  the 
teacher  who  includes  "ability  to  answer  thought  questions"  among  her 
objectives  is  attempting  to  engender  ideas,  facts  and  principles  which 
the  pupil  will  be  able  to  use  in  answering  new  questions.  This  type  of 
objective  also  includes  training  in  the  technique  of  using  knowledge  in 
answering  thought  questions.34 

The  information  reported  in  this  bulletin  may  be  used  also  as  a 
guide  in  formulating  examination  questions.  The  list  of  thought  ques- 
tions given  in  the  Appendix  should  be  especially  helpful.  Questions  for 
an  examination  may  be  selected  from  this  list  but  it  should  be  helpful 
also  by  suggesting  the  form  of  questions  and  the  scope  of  the  topics  to 
be  covered.  In  this  connection  it  should  be  noted  that  the  list  represents 
merely  the  concensus  of  opinion  of  a  relatively  small  group  of  elemen- 
tary teachers.  Therefore,  it  should  not  be  considered  as  final  or  even 
as  authoritative. 


34This  point  is  elaborated   in: 

Herriott,  M.  E.  ''How  to  make  courses  of  study  in  the  social  studies."  Univer- 
sity of  Illinois  Bulletin,  Vol.  24,  No.  5,  Bureau  of  Educational  Research  Circular  No.  46, 
1926,  p.  9-10. 

[35] 


APPENDIX 

ILLUSTRATIVE  THOUGHT  QUESTIONS 
GROUPED  BY  TOPICS1 

I.  Discovery  and  Colonization  (1492-1699) 

A.  Discovery  and  exploration 

2.  Old  World  conditions  related  to  discovery  of  America 

a.  Political,  economic  and  social 

( 1 )  What  were  the  chief  political,  social  and  economic  conditions  in 
Europe  during  the  fifteenth  century  which  led  to  the  discovery  of  America? 

(2)  How  did  the  social,  political  and  economic  conditions  resulting 
from  the  Crusades  play  a  part  in  the  discovery  of  America? 

(3)  How  might  the  history  of  the  United  States  be  different  if  Charles 
Martel  had  been  defeated  at  the  Battle  of  Tours? 

(4)  How  did  the  control  of  the  overland  trade  routes  by  the  Turks 
lead  to  a  need  for  an  all-water  route  to  India  and  the  discovery  of  Amer- 
ica? 

(5)  Compare  the  motives  of  Columbus  which  led  to  the  discovery  of 
America  with  those  of  Queen  Isabella. 

b.  Advancement  of  knowledge  and  thought 

(6)  How  was  the  time  of  the  discovery  of  America  affected  by  or  re- 
lated to  the  advancement  of  thought  and  learning  in  Europe? 

(7)  How  did  the  changes  which  the  Crusades  brought  about  in  Euro- 
pean thought  affect  the  discovery  of  the  new  world? 

(8)  Compare  the  voyage  of  Columbus  with  one  over  the  same  route 
today. 

4.  Evaluation  of  discoverers  and  explorers 

(9)  Name  the  outstanding  achievement  of  each  of  the  following  men 
and  tell  why  you  think  it  is  more  important  than  any  of  his  other  achieve- 
ments: (a)  Columbus,  (b)  Vasco  da  Gama,  (c)  Magellan,  (d)  Drake, 
(e)  Hawkins,  (f)  Frobisher,  (g)  Raleigh,  (h)  Champlain,  (i)  Smith, 
(j)  Dale,  (k)  La  Salle. 

(10)  Which  of  these  explorers  made  the  greatest  contribution? 

B.  Colonization 

1.  Motives  for  colonization 

(11)  Compare  the  motives  that  led  the  French,  English,  Dutch  and 
Spanish  to  colonize  America. 

(12)  How  did  the  motives  for  planting  colonies  in  America  differ 
among  the  various  English  groups? 

2.  Claims  of  European  powers 

(13)  Compare  the  claims  of  the  European  nations  to  America  or  parts 
of  it. 


*See  Table  XII  and  pages  28-34. 

[36] 


2.  Claims  of  European  powers  (continued) 

(14)  Why  did  the  Portuguese  not  object  to  the  Pope's  Line  of  Demar- 
cation? 

(15)  What  effect  did  the  defeat  of  the  Armada  have  on  the  future  of 
America  ? 

3.  Success  of  European  powers  as  colonizers 

(16)  Compare  the  success  of  the  various  nations  as  colonizers. 

(17)  Rank  the  European  nations  in  the  order  of  their  success  as  col- 
onizers. 

(18)  Compare  the  advantages  and  disadvantages  of  the  different  plans 
used  by  the  English  in  colonizing  America. 

(19)  How  was  England's  mercantile  system  related  to  her  colonial 
policy? 

4.  Colonial  government 

(20)  How  were  the  colonies  classified  and  what  colonies  came  under 
each  group? 

(21)  How  do  the  three  systems  of  local  government  compare  with  the 
government  of  your  state? 

(22)  Which  of  the  three  systems  of  government  do  you  favor?    Why? 

(23)  What  effect  did  the  governors  of  Virginia  have  upon  the  settlers? 

(24)  Compare  the  Jamestown  and  Plymouth  colonies  as  to  government. 

(25)  Compare  the  Massachusetts  Bay  colony  and  Plymouth  colony 
as  to  government. 

(26)  How  did  the  Navigation  Laws  affect  the  Virginia  planters? 

(27)  What  is  the  significance  of  the  Virginia  House  of  Burgesses? 

(28)  Discuss  the  government  of  the  Connecticut  colony  and  show  how 
unwise  rulers  weakened  the  Dutch  power  until  they  lost  first  Connecticut, 
then  Massachusetts. 

(29)  How  was  Roger  Williams'  wisdom  shown  in  the  government  of 
Rhode  Island? 

(30)  What  was  the  importance  of  the  New  England  Confederation? 
Would  such  a  government  be  satisfactory  today? 

(31)  Compare  the  attitude  of  the  Stuart  kings  toward  the  English 
people  with  that  of  the  royal  governors  toward  the  colonists. 

(32)  Compare  charter  colonies  with  royal  colonies  as  to  government. 

(33)  What  was  the  relation  of  an  English  colony  to  the  mother 
country?  Why  were  the  English  colonies  in  America  able  to  become  al- 
most an  independent  nation? 

5.  Influence  of  environment  on  colonization 

(34)  Have  the  physical  features  of  a  country  any  effect  upon  the  life 
of  the  people?  How  did  the  physical  features  of  New  England  affect  the 
lives  of  the  early  settlers? 

(35)  How  were  the  mountains  responsible  for  the  strength  of  the 
English  colonies? 

(36)  Why  were  the  first  settlements  in  the  United  States  near  the 
coast?    Why  was  the  movement  westward  so  slow  in  starting? 

(37)  Why  was  it  difficult  for  Gilbert  and  Raleigh  to  plant  colonies 
where  they  attempted  to  plant  them? 

(38)  Explain  the  phrase,  "The  Lost  Colony." 

[37  J 


6.  Life  and  character  of  the  colonists 

(39)  What  were  the  chief  characteristics  of  the  Pilgrims?  Compare 
the  life  of  a  Pilgrim  boy  with  that  of  a  boy  today. 

(40)  If  the  Pilgrims  had  established  themselves  in  Virginia  would  they 
have  used  slave  labor?     Give  your  reasons. 

(41)  Why  did  the  Pilgrim  leaders  not  rule  instead  of  getting  the  ship's 
company  to  sign  the  Mayflower  Compact? 

(42)  Compare  the  Pilgrims  and  Puritans. 

(43)  Discuss  Puritan  leadership  in  the  light  of  Roger  Williams'  ban- 
ishment. 

(44)  Compare  the  Jamestown  colony  and  the  Plymouth  colony  as  to 
types  of  people.  Why  did  the  homes  of  New  England  differ  from  those 
of  the  Southern  colonies? 

(45)  Why  were  the  first  settlers  in  Virginia  unfit  for  Colonial  life? 

(46)  What  was  the  significance  of  the  coming  of  the  Cavaliers? 

7.  Relations  of  colonists  to  Indians 

(47)  Compare  the  life  of  the  American  Indian  with  that  of  the  col- 
onists. 

(48)  Why  did  not  the  Indians  prevent  the  European  nations  from 
seizing  their  land? 

(49)  Were  the  Indians  a  help  or  a  hindrance  in  the  colonization  of 
North  America?  What  has  been  the  influence  of  the  Iroquois  Indians  on 
American  colonial  history? 

(50)  Were  the  colonists  justified  in  taking  the  land  from  the  Indians? 
Has  the  United  States  made  proper  amends  to  the  Indians  for  forcing 
them  from  their  homes  and  lands? 

(51)  Why  did  Wiliiam  Penn  and  the  Quakers  get  along  so  much 
better  with  the  Indians  than  did  many  other  groups  of  colonizers? 

(52)  What  mistake  did  Champlain  make  in  his  dealings  with  the  In- 
dians?   How  did  the  English  later  profit  by  it? 

(53)  What  influence  did  Roger  Williams  have  with  the  Indians? 

8.  Religious  tolerance 

(54)  Explain  Salem  Witchcraft  and  give  its  chief  effects  upon  the 
colonists. 

(55)  What  deterring  effect  did  religious  intolerance  have  on  coloniza- 
tion ?  How  did  the  religious  belief  of  Martin  Luther  influence  the  early 
religious  history  of  the  United  States? 

(56)  Compare  and  give  reasons  for  the  differences  in  the  religious 
views  of  the  people  of  the  New  England  colonies  and  those  of  the  South- 
ern colonies. 

(57)  Compare  the  treatment  of  settlers  in  Maryland  under  the  Tol- 
eration Act  with  that  of  "unbelievers"  in  New  England.  Discuss  the 
persecution  of  the  Quakers. 

10.  Contributions  of  colonists  to  later  American  life 

(58)  How  have  the  colonial  ideals  of  political  and  religious  freedom 
influenced  our  moral  and  national  life? 

(59)  What  are  some  particular  contributions  to  our  general  customs 
which  can  be  traced  to  our  New  England  forefathers? 

(60)  In  what  respects  was  the  New  World  a  continuation  of  the  old? 

[38] 


10.  Contributions  of  colonists  to  later  American  life   (continued) 

(61)  What  do  you  think  would  have  been  the  chief  changes  in  our 
history  if  the  English  colonies  had  not  been  founded  in  America  before 
the  eighteenth  century? 

(62)  What  effect  do  you  think  it  would  have  had  on  the  colonization 
and  development  of  America  if  Columbus  had  landed  on  the  coast  of 
North  America? 

(63)  If  Spain  had  conquered  North  America  as  she  did  South  America, 
what  difference  would  it  have  made  in  our  history? 

C.  Miscellaneous 

(64)  Compare  the  life  and  customs  of  the  early  American  Indian, 
making  use  of  any  direct  information  you  may  have  of  the  tribe  that 
occupied  the  land  in  the  vicinity  of  your  home,  with  the  life  and  customs 
of  the  American  people  today. 

(65)  What  effect  did  the  discovery  of  America  have  on  Spain? 

(66)  Name  the  chief  expeditions  of  Spain,  England,  France,  and  Hol- 
land, and  tell  why  each  one  was  significant. 

(67)  Compare  the  Massachusetts  Bay  colony  with  the  Plymouth 
colony  as  to  types  of  settlers,  government,  and  success  as  a  colony. 

II.   Founding  of  a  New  Nation  (1700-1783) 

A.  Colonial  conditions  in  general 

1.  Comparison  of  colonies 

(68)  Compare  the  Massachusetts  and  Virginia  colonies  as  represent- 
atives of  Northern  and  Southern  colonies.,  and  show  how  their  differences 
in  occupation  and  climate  affected  their  government  and  development. 

(69)  Why  were  counties  more  naturally  formed  in  Maryland  than  in 
New  England? 

2.  Living  conditions 

(70)  What  are  the  chief  differences  and  causes  of  differences  in  the 
colonial  life  of  the  New  England  and  Southern  colonists? 

(71)  Compare  life  in  the  Middle  colonies  with  that  in  the  New  Eng- 
land and  Southern  colonies. 

(72)  How  do  the  homes  of  the  common  people  in  the  colonies  compare 
with  those  of  the  laboring  class  today?    with  our  homes  in  general  today? 

3.  Commerce,  industry,  and  communication 

(73)  Compare  the  industrial  and  commercial  life  of  the  Northern,  Mid- 
dle and  Southern  colonies  before  the  Revolutionary  War,  taking  into  ac- 
count the  business  interests,  the  attitude  of  each  group  toward  England 
and  the  chief  exports.  Why  was  salty  fish  a  suitable  export  for  the  early 
times? 

(74)  How  did  the  geographic  features  of  America  affect  the  industries 
of  the  Colonies? 

(75)  Compare  the  conditions  of  the  colonists  with  those  of  the  people 
today  with  respect  to  natural  resources,  manufacturing  methods,  ways  of 
traveling,  and  means  of  communication. 

B.  Explorations  of  the  West 

(76)  Why  was  the  expedition  of  George  Rogers  Clark  of  such  great 
significance? 

[39] 


B.  Explorations  of  the  West  (continued) 

(77)  Discuss  the  importance  of  Daniel  Boone's  explorations  and  ad- 
ventures. 

C.  French  and  Indian  War 

1.  Causes 

(78)  Compare  and  give  reasons  for  the  claims  of  the  French  and 
English  at  the  outbreak  of  the  French  and  Indian  War. 

(79)  Why  was  the  possession  of  the  Ohio  Valley  so  important  to  both 
the  English  and  French?  What  steps  did  the  French  take  to  gain  it,  and 
what  were  the  results  of  these  advances  on  the  French  and  Indian  War? 

(80)  What  are  the  chief  causes  of  the  French  and  Indian  War? 

(81)  Contrast  the  English  colonists  with  the  people  of  new  France  as 
to  occupations,  treatment  of  Indians,  forms  of  government,  religion,  and 
number  of  people. 

(82)  Why  were  the  colonists  in  constant  war  before  the  Revolution? 

(83)  Show  the  connection  between  the  French  and  Indian  War  in 
America  and  the  Seven  Years'  War  in  Europe. 

2.  Campaigns 

(84)  Explain  why  the  French  were  not  able  to  hold  the  territory 
around  the  Great  Lakes  against  the  English. 

(85)  Why  is  the  fall  of  Quebec  considered  one  of  the  ''decisive  battles" 
of  the  world? 

(86)  Tell  why  you  think  that  the  removal  of  the  Acadians  was  either 
just  or  unjust. 

(87)  Explain  the  chief  work  of  Washington,  Braddock,  Wolfe,  and 
Montcalm  in  the  French  and  Indian  War. 

(88)  Why  was  the  Mohawk  river  not  guarded? 

3.  Results 

(89)  What  were  the  chief  results  of  the  French  and  Indian  War? 
What  was  its  effect  on  the  colonies?  on  the  settlement  of  the  country 
west  of  the  Alleghanies? 

(90)  How  did  the  fall  of  Quebec  affect  the  subsequent  history  of 
America? 

(91)  Show  how  and  why  England  and  not  Spain  or  France  finally 
held  North  America. 

(92)  What  did  the  Treaty  of  1763  mean  to  France?  to  England?  to 
the  Canadians?    to  the  colonists? 

(93)  How  loyal  to  Great  Britain  were  the  colonies  at  the  close  of 
the  French  and  Indian  War? 

D.  The  American  Revolution 

1.  Causes 

(94)  In  what  way  did  geographical  features  serve  as  causes  of  the  Rev- 
olutionary War? 

(95)  Is  it  ever  right  to  revolt  against  one's  government?  Why  did 
the  colonists  oppose  British  rule?     Why  were  they  justified  in  doing  so? 

(96)  Show  how  the  Revolutionary  War  was  a  revolt  against  the  king 
and  the  government  rather  than  against  the  people.  What  was  King 
George  Ill's  attitude  toward  the  colonies?  How  did  he  influence  American 
History? 

[40] 


1.  Causes   (continued) 

(97)  Would  the  English  people  have  rebelled  under  such  treatment  as 
the  colonists  received  before  the  Revolution?  Do  you  know  of  any  cases 
where  they  did? 

(98)  Compare  the  English  and  American  ideas  on  representation.  How 
were  the  taxes  levied  by  England  in  colonial  times  different  from  those 
levied  by  our  government  at  the  present  time? 

(99)  Explain  ''Taxation  without  representation  is  tyranny"  as  to  the 
origin  of  the  statement  and  the  chief  factors  that  called  it  forth. 

(100)  If  it  was  the  principle  of  the  taxing  policy  and  not  merely  the 
paying  of  the  taxes  that  the  colonists  objected  to,  why  did  they  not 
resist  the  Declaratory  Act? 

(101)  Should  the  colonists  have  objected  to  taxation  when  the  taxes 
raised  were  to  pay  expenses  incurred  in  protecting  them  from  the  French 
and  Indians? 

(102)  What  were  the  chief  causes  of  the  Revolutionary  War?  What  do 
you  consider  the  underlying  cause  and  why?  How  did  the  purpose  of  the 
War  change  after  a  year  of  fighting? 

(103)  What  were  the  important  events  leading  up  to  and  causing  the 
Revolutionary  War? 

(104)  How  was  the  Quebec  Act  a  cause  of  the  Revolution? 

(105)  What  class  of  people  started  the  Boston  Tea  Party  and  what 
effects  did  it  have  on  the  port  of  Boston  and  on  the  development  of  the 
war? 

(106)  What  were  the  causes  and  results  of  the  Stamp  Act?  Were  the 
Boston  Tea  Party  and  Stamp  Acts  directly  responsible  for  the  war  or 
would  it  have  happened  anyway? 

(107)  Explain  what  each  of  the  five  intolerable  acts  means. 

(108)  What  were  the  effects  of  the  Boston  Massacre? 

(109)  Give  your  opinion  of  the  Writs  of  Assistance  and  your  reasons 
for  such  opinion. 

(110)  Why  did  Massachusetts  lose  her  charter? 

(111)  Discuss  the  early  spirit  of  independence  and  account  for  its 
rapid  growth. 

(112)  Discuss  the  arguments  of  the  British  and  the  colonists  for  and 
against  the  obnoxious  laws  passed  by  parliament  leading  to  the  Revolution. 

(113)  Explain  the  picture,  "The  Spirit  of  '76." 
2.  Campaigns 

(114)  Give  a  summary  of  the  events  of  the  Revolutionary  War  up  to 
the  surrender  of  Cornwallis. 

(115)  Explain  the  plan  of  Burgoyne's  invasion,  and  tell  why  the  Brit- 
ish and  Americans  were  both  eager  to  control  the  Hudson  during  the  Rev- 
olutionary War.    What  would  the  capture  of  Quebec  have  meant? 

(116)  Why  is  the  Battle  of  Saratoga  regarded  as  one  of  the  decisive 
battles  of  history? 

(117)  What  is  meant  by  the  words  "fired  a  shot  heard  'round  the 
world"  ? 

(118)  Why  do  historians  say  that  Howe  captured  Philadelphia  at  the 
wrong  time? 

(119)  What  were  the  results  of  Cornwallis'  surrender  at  Yorktown? 

[41] 


3.  Results 

(120)  What  were  the  outstanding  results  of  the  Revolutionary  War? 

(121)  What  were  the  chief  effects  of  the  Revolutionary  War  on  the 
morals,  manners,  religion,  commerce,  and  manufacturing  of  the  United 
States? 

(122)  Was  the  Revolutionary  War  justifiable  from  our  point  of  view? 
Would  we  be  gainers  or  losers  if  it  had  not  been  fought? 

4.  Treaty  of  Peace 

(123)  Explain  the  peace  treaty  of  1783  and  tell  why  Jay  was  at  a 
disadvantage  in  negotiating  it. 

(124)  What  makes  a  satisfactory  national  territory?  Why  was  that 
which  we  secured  in  1783  not  quite  satisfactory'? 

5.  Declaration  of  Independence 

(125)  Summarize  the  events  that  led  to  the  writing  of  the  Declaration 
of  Independence  and  discuss  the  important  principles  involved  in  it. 

(126)  Discuss  the  statement,  "All  men  are  created  free  and  equal." 

(127)  What  were  the  principal  grievances  of  the  colonists  enumerated 
in  the  Declaration  of  Independence? 

(128)  What  were  the  chief  effects  of  the  Declaration  of  Independence? 

6.  Attitudes  of  English  and  Colonists 

(129)  Explain  the  terms  'Whigs"  and  "Tories."  Account  for  the  feel- 
ing in  America  toward  the  Tories. 

(130)  Discuss  the  attitude  of  England  toward  the  colonists  during 
the  Revolution  with  reference  to  the  expressions  of  Pitt,  Burke,  and  Fox. 

7.  Conditions  during  and  immediately  after 

(131)  What  were  the  chief  difficulties  which  Washington  had  to  face 
after  taking  command  of  the  Continental  Army? 

(132)  Describe  briefly  the  conditions  at  Valley  Forge  and  tell  of  their 
effect  on  the  Continental  Army. 

(133)  In  what  respects  was  our  country  weak  after  the  Revolution? 

(134)  What  was  the  most  important  problem  confronting  the  colonists 
at  the  close  of  the  Revolutionary  War? 

8.  Leaders 

(135)  How  do  you  account  for  Massachusetts  and  Virginia  being  lead- 
ers in  America's  struggle  for  freedom? 

(136)  Compare  the  contributions  of  Washington  and  Franklin  to  the 
winning  of  the  war. 

(137)  Discuss  the  generalship  of  Washington  and  show  how  he  typifies 
the  spirit  of  the  Revolutionary  soldiers.  How  did  he  show  his  patriotism 
at  the  end  of  the  war? 

9.  Reasons  for  winning 

(138)  Why  was  it  possible  for  the  colonies  to  defeat  England  in  the 
Revolutionary  War  and  gain  their  independence  even  though  their  popu- 
lation was  only  about  one-fifth  that  of  England? 

10.  France's  relation 

(139)  How  and  why  did  France  aid  America  in  the  War  for  Inde- 
pendence?    Should  we  feel  indebted  to  France  for  her  help? 


t42] 


10.  France's  relation  (continued) 

(140)  Why  did  France  acknowledge  the  independence  of  the  United 
States  in  1778? 

(141)  What  were  the  effects  of  LaFayette's  visit? 
E.  Forces  toward  formation  of  a  union 

(142)  Why  was  there  need  of  union  among  the  colonies  before  and  at 
the  beginning  of  the  Revolution?  What  steps  were  taken  toward  such  an 
organization? 

(143)  What  were  the  influences  tending  toward  union  in  the  colonies? 
How  did  the  idea  of  "union"  develop? 

(144)  What  was  the  importance  of  the  Continental  Congresses?  How 
did  they  differ  from  the  Congress  of  the  present  day? 

(145)  Why  did  New  Jersey  object  to  the  Articles  of  Confederation? 
Why  was  her  objection  justifiable? 

(146)  Trace  the  formation  of  the  United  States. 

III.   The  New  Republic  (1784-1814) 

A.  Organization  of  the  Government 

1.  Difficulties  met 

(147)  What  were  the  chief  difficulties  encountered  by  the  nation  in  the 
formation  of  a  central  government? 

(148)  What  was  the  significance  of  the  Virginia  and  Kentucky  reso- 
tions? 

(149)  Why  were  two  of  the  thirteen  original  states  not  present  at  the 
constitutional  convention? 

(150)  Explain  the  three  principal  compromises  of  the  constitution. 

(151)  What  is  meant  by  the  "compact  theory?"    '"National  theory?" 

(152)  Did  the  states  make  the  Union  or  the  Union  make  the  states? 
Give  reasons  for  your  answer. 

(153)  What  is  the  importance  of  making  the  Constitution  the  "Su- 
preme Law  of  the  Land?" 

(154)  Why  was  Madison  called  the  "Father  of  the  Constitution?" 

(155)  Why  was  the  new  constitution  adopted? 

(156)  Why  was  the  capital  of  the  LTnited  States  changed  to  Wash- 
ington, D.  C? 

2.  Articles  of  Confederation 

a.  Weaknesses 

(157)  Explain  America's  early  form  of  government  in  the  critical 
period,  and  show  why  the  central  governing  power  under  the  Articles  of 
Confederation  was  weak. 

b.  Compared  with  Constitution 

(158)  Compare  the  government  under  the  Articles  of  Confederation 
with  the  government  under  the  Constitution  in  its  early  form,  showing 
how  the  defects  of  the  former  were  remedied. 

(159)  Compare  the  Articles  of  Confederation  with  our  present  Con- 
stitution. 


[43] 


3.  Constitution  (national) 

a.  Amending 

(160)  Why  should  it  be  possible  to  amend  the  Constitution?  Do  the 
amendments  to  the  Constitution  show  that  it  was  not  well  written  or  are 
they  due  to  changing  conditions? 

(161)  Why  was  the  Bill  of  Rights  added  to  the  Constitution? 

(162)  Why  did  the  people  feel  the  need  of  the  twelfth  amendment? 

(163)  Explain  how  the  Constitution  may  be  amended. 

b.  General  plan  of  government 

(164)  Explain  America's  present  form  of  government. 

(165)  Do  the  people  as  a  whole  run  our  government,  or  are  our  poli- 
tics controlled  by  a  few? 

(166)  What  is  the  most  essential  factor  in  a  democracy?  Give  reasons 
for  your  answer. 

(167)  Is  our  country  a  pure  or  representative  Democracy? 

(168)  Wliat  is  the  importance  of  local  self-government? 

(169)  What  are  some  examples  of  representative  government  in  your 
town,  county,  and  state? 

(170)  Whyis  the  privilege  of  voting  very  important  in  a  republic  like  ours? 
(171   Explain  the ''checkand  balance"  system  in  our  form  of  government. 

c.  Administrative  department 

(172)  Why  should  only  a  natural  born  citizen  be  made  President  of 
the  United  States? 

(173)  Why  should  the  President  have  a  term  of  only  four  years? 

(174)  Tell  why  you  think  the  President  should  or  should  not  have  the 
power  of  veto. 

(175)  When  does  it  become  the  President's  duty  to  help  suppress  vio- 
lence and  insurrection  within  a  state? 

d.  Legislative  department 

(176)  Explain  the  formation  of  Congress,  pointing  out  the  chief  dif- 
ferences between  the  House  of  Representatives  and  the  Senate  and  show- 
ing why  both  houses  are  necessary. 

(177)  Explain  the  three  courses  which  a  bill  must  take  in  order  to  be- 
come a  law. 

(178)  Explain  how  a  treaty  of  peace  is  made. 

e.  Judicial  department 

(179)  What  is  the  importance  of  the  judiciary  department  of  govern- 
ment? 

(180)  Why  is  the  Supreme  Court  necessary  for  justice?  What  kind  of 
cases  does  it  try? 

(181)  In  what  respects  have  decisions  of  the  Supreme  Court  aided  in 
the  development  of  the  United  States? 

(182)  Discuss  the  service  rendered  by  John  Marshall  as  chief  justice 
of  the  Supreme  Court. 

B.  Development  of  the  West 
1.  Explorations 

(183)  What  is  the  significance  of  the  Lewis  and  Clark  and  the  Pike 
expeditions? 

[44] 


1.  Explorations   (continued) 

(184)  Compare  the  explorations  of  Lewis  and  Clark  with  those  of  La 
Salle. 

2.  Westward  movement 

(185)  Explain  the  importance  of  the  westward  movement   in  Ameri- 
can History. 

(186)  What  were  the  chief  causes  of  the  westward  movement? 

(187)  What  were  some  of  the  events  which  turned  the  tide  of  civili- 
zation to  the  West? 

(188)  Explain  the  government's  land  policy. 

(189)  Discuss  the  early  attempts  at  development  of  the  West. 

(190)  What  effect  did  the  westward  movement  have  upon  the  union 
of  the  colonies? 

(191)  Why  were  the  early  pioneers  and  frontiersmen   a   necessity  to 
this  country? 

(192)  Why  did  the  early  settler  clear  forests  in  order  to  get  land  on 
which  to  grow  crops  when  prairie  land  was  still  available? 

(193)  Why  was  the  pioneer  more  likely  to  have  an  independent  atti- 
tude than  the  citizens  of  colonies  along  the  Atlantic  coast? 

(194)  Explain  how  the  Northwest  Territory  helped  to  unite  the  states. 

(195)  Has  the  westward  movement  ceased? 

3.  Ordinance  of  1787 

(196)  What  were  the  terms  of  the  Ordinance  of   1787?     How  were 
they  important  from  the  standpoint  of  slavery  and  government? 

(197)  What  government  was  used  in  the  Northwest  Territory?     Why 
was  it  so  nearly  like  a  state  government? 

(198)  What  were  the  good  features  of  United  States  grants? 

C.  Finances 

(199)  What  was  the  significance  of  the  work  of  Alexander  Hamilton 
as  Secretary  of  the  Treasury? 

(200)  What  was  Hamilton's  financial  policy?     What  were  its  effects 
on  later  financial  developments? 

(201)  Compare  the  plan  used  today  in  reducing  government  expenses 
with  that  used  by  Jefferson  in  his  time. 

(202)  Explain  the  causes  of  the  Panic  of  1787. 

(203)  Discuss  the  chief  steps  in  the  organization  and  growth  of  United 
States  Banks. 

(204)  How  does  the  United  States  raise  money  to  run  the  government? 

(205)  In  what  ways  may  a  bank  be  of  service  to  the  government? 

D.  Political  issues 

(206)  Compare    Washington's    and    Jefferson's    ideas    of    who    should 
govern. 

(207)  Compare  the  administration  of  John  Adams  with  that  of  either 
Washington  or  Jefferson. 

(208)  Compare  Hamilton's  and  Jefferson's  plans  of  government. 

(209)  Compare  Jefferson's   actions   as   President   to  his   platform,   and 
discuss  his  "reforms." 

(210)  What  were  the  Alien  and  Sedition  Laws,  and  why  were  they 
passed? 

[45] 


D.  Political  issues  (continued) 

(211)  Why   did  the   early  United   States,  particularly  New   England, 
need  a  protective  tariff? 

(212)  What  is  meant  by  "'strict"  and  "loose"  construction  of  the  Con- 
stitution?   Which  do  you  favor  and  why? 

(213)  What  were  the  chief  factors  in  the  origin  of  the  different  polit- 
ical parties? 

(214)  How  was  Washington  able  to  foresee  party  strife? 

(215)  Why  did  the  Federalist  Party  disappear? 

(216)  What  effect  would  Anti-Federal  control  have  had  on  our  debts, 
on  tariff,  and  on  the  power  of  our  federal  government? 

(217)  Which   party   do  you   consider  could  have   served  the  country 
better? 

(218)  What  is  meant  by  '"Republican  Simplicity?" 

(219)  Why  did  the  Conservatives  come  back  into  power? 

E.  Neutrality  during  French  Revolution 

(220)  Why  did  the  United  States  refuse  to  participate  in  the  French 
Revolution  ? 

(221)  Why  was  the  neutrality  of  the  United  States  justifiable? 

(222)  Compare  Franklin's  visit  to  France  during  the  Revolution  with 
the  visit  of  Citizen  Genet. 

F.  Washington  on  foreign  relations 

(223)  Why  was  it  wise  for  the  United  States  to  refrain  from  interfer- 
ing in  the  affairs  of  other  nations? 

(224)  Explain  what  is  said  in  Washington's  "Farewell  Address"  in  re- 
gard to  meddling  with  European  affairs. 

G.  War  of  1812 

1.  Causes 

(225)  Were  the  American  states  decidedly  independent  from   1783   to 
1814?    Give  reasons  for  your  answer. 

(226)  What  were  the  causes  and  events  leading  to  the  War  of  1812? 

(227)  Was  the  United  States  justified  in  entering  the  War  of  1812? 

(228)  Why  did  the  United  States  declare  war  upon   England   rather 
than  on  France  in  1812? 

(229)  Explain:  "Millions  for  defence,  but  not  one  cent  for  tribute." 

3.  Results 

(230)  What  results  beneficial  to  the  United  States  were  brought  about 
by  the  War  of  1812? 

(231)  What  is  the  significance  of  the  War  of  1812  in  the  history  of 
the  United  States? 

(232)  What  effect  did  the  War  of  1812  have  upon  England's  attitude 
toward  the  United  States? 

(233)  Did  the  outcome  of  the  War  of  1812  prove  the  United  States 
more  powerful  than  Great  Britain? 

4.  Compared  with  Revolutionary  War 

(234)  Compare  the  War  of  1812  with  the  Revolutionary  War?    Were 
they  fought  for  similar  reasons? 

(235)  Compare  the  military  strength  of  England  and  the  United  States 
in  1814  and  in  1775. 

[46] 


H.  Commerce,   industry,    and   communication 

(236)  What  have  been  the  results  of  the  Industrial  Revolution  on  the 
social  and  industrial  conditions  of  the  United  States? 

(237)  Compare  the  industrial  life  of  the  North  and  South  during  the 
period  from  1790  to  1820. 

(238)  Compare  the  industries  of  the  United  States  before  and  after  the 
Revolutionary'  War.  Why  was  New  England  destined  to  be  a  manufactur- 
ing district  and  the  South  an  agricultural  region? 

(239)  Trace  and  discuss  the  development  of  the  means  of  transpor- 
tation from  colonial  days  to  the  present. 

(240)  What  is  the  significance  of  the  success  of  the  Clermont?  Why 
was  the  river  steamboat  developed  earlier  than  the  railroad? 

(241)  Why  was  the  Mississippi  river  relatively  of  more  importance  in 
1800  as  a  commercial  route  than  at  the  present  time? 

J.  Leaders 

(242)  Why  is  Alexander  Hamilton  looked  upon  as  one  of  the  greatest 
American  statesmen?     In  what  way  does  his  work  affect  us  today? 

(243)  Compare  the  contributions  of  Hamilton  with  those  of  Jefferson. 

(244)  Compare  Jefferson's  ideas  of  formality  with  those  of  Washington. 

(245)  Why  did  Washington  say  he  "would  rather  live  in  retirement 
than  be  emperor  of  the  world?" 

(246)  What  lesson  can  you  learn  from  Aaron  Burr's  life? 

IV.    National  Expansion  and  Sectionalism  (1815-1860) 
A.  Development  and  expansion 

2.  Inventions 

(247)  What  was  the  importance  of  the  invention  of  the  steam  engine, 
electric  telegraph,  telephone,  and  sewing  machine? 

(248)  Show  how  the  invention  of  the  cast-iron  plow  in  1816  and  the 
reaper  in  1830  stimulated  the  settlement  of  the  Mississippi  Valley. 

(249)  What  were  the  effects  of  the  invention  of  the  cotton  gin  on: 
slavery,  the  westward  movement,  commerce,  agriculture,  and  manufactur- 
ing? 

(250)  How  may  the  invention  of  the  cotton  gin  be  considered  an  in- 
direct cause  of  the  Civil  War? 

3.  Commerce,  industry,  and  communication 

(251)  What  were  the  causes  of  the  internal  improvements  from  1800 
to  1860?  What  were  their  general  effects  on  the  country?  Why  were 
people  interested  in  them  even  though  they  were  not  directly  benefitted? 

(252)  What  was  the  effect  on  the  westward  movement  of  population 
of  opening  the  Erie  Canal? 

(253)  Why  are  there  so  many  grain  elevators  in  Buffalo? 

(254)  How  would  the  Erie  Canal  compare  in  importance  with  the  pro- 
posed Great  Lakes-St.  Lawrence  waterway? 

(255)  How  did  the  steamboat  aid  western  immigration?  What  other 
factors  impeded  or  accelerated  immigration  after  1815?  What  were  the 
later  political  results  of  the  westward  movement  which  occurred  during 
John  Quincy  Adams'  administration? 

[47] 


3.  Commerce,  industry,  and  communication    (continued) 

(256)  What  was  accomplished  by  the  Homestead  Act  of  1862? 

(257)  What  arguments  could  you  make  to  induce  a  desirable  immi- 
grant to  settle  in  a  slave  state?    in  a  free  state? 

(258)  How  did  immigration  aid  in  preserving  the  Union? 

(259)  Why  did  the  North  develop  more  rapidly,  both  socially  and  in- 
dustrially, as  a  result  of  internal  improvements  than  the  South? 

(260)  What  was  the  importance  of  the  development  of  the  steam 
railway?  What  was  the  effect  on  the  construction  of  canals?  Why  do 
present-day  railroad  routes  follow  the  early  immigration  trails? 

(261)  Summarize  the  chief  features  in  the  growth  of  the  United 
States   (in  area  and  population)   from  1800  to  1920. 

(262)  Why   did  the  population  in  the  Northwest  increase   so   rapidl}  ■ 
from  1830  to  1860? 

(263)  How  do  you  account  for  such  a  large  immigration  to  the  United 
States  from  Europe  in  the  decades  just  preceding  the  Civil  War? 

(264)  Account  for  the  location  of  Chicago  and  show  why  it  grew  so 
rapidly. 

(265)  Upon  what  grounds  did  Monroe,  Madison,  and  Jefferson  think 
internal  improvements  to  be  beyond  the  power  of  the  federal  government? 

4.  Territorial  acquisitions 

a.  General 

(266)  In  what  four  ways  has  the  United  States  acquired  territory? 

(267)  Enumerate  all  the  annexations  of  territory  from  1783  to  the 
present  time.     State  the  reasons  for  and  significance  of  each  annexation. 

b.  Louisiana  Purchase 

(268)  Why  was  the  purchase  of  Louisiana  important  for  reasons  other 
than  mere  territorial  expansion? 

(269)  Did  Jefferson,  according  to  the  strict  interpretation  of  the  Con- 
stitution, have  any  authority  to  purchase  Louisiana?  Did  this  act  con- 
form to  the  party  belief?    Why? 

(270)  What  would  probably  have  been  the  results  if  Jefferson  had  not 
purchased  Louisiana? 

e.  Oregon 

(271)  Give  the  reason  for  the  establishment  of  our  claim  to  the  Oregon 
country. 

(272)  Show  whv  the  northwest  boundary  was  made  49°  after  the 
"5440  or  Fight"  talk. 

f.  Alaska 

(273)  Why  was  the  purchase  of  Alaska  a  good  investment? 

(274)  Since  Alaska  is  a  possession  of  the  United  States,  why  should 
it  be  under  the  form  of  government  it  is  rather  than  be  admitted  as  a 
state? 

5.  Gold  Rush  to  California 

(275)  What  immediate  effects  were  produced  by  the  discovery  of  gold 
in  California? 


[48] 


5.  Gold  Rush  to  California    (continued) 

(276)  What  effect  did  the  gold  rush  have  on  eastern  commerce?  on 
westward  expansion? 

(277)  What  do  you  suppose  the  West  would  be  like  now  if  gold  had 
not  been  discovered  in  California? 

6.  Monroe  Doctrine 

(278)  What  were  the  causes  which  led  to  pronouncement  of  the  Mon- 
roe Doctrine?  Why  was  it  needed  at  the  time  it  was  announced?  Show 
how  the  "Holy  Alliance"  led  to  its  publication. 

(279)  What  principles  are  contained  in  the  Monroe  Doctrine?  what 
old  ideas  and  what  new  ones? 

(280)  Of  what  value  has  the  Monroe  Doctrine  been  to  the  United 
States?    How  has  it  affected  our  history? 

(281)  What  spirit  did  the  Monroe  Doctrine  foster?  How  did  it  affect 
Europe's  attitude  toward  the  United  States? 

(282)  Give  reasons  why  the  Monroe  Doctrine  should  be  void. 

(283)  Did  Monroe  have  any  right  to  form  such  a  policy? 

(284)  Compare  the  thought  of  the  Monroe  Doctrine  with  the  thought 
in  Washington's  Farewell  Address. 

(285)  What  is  your  personal  opinion  of  the  Monroe  Doctrine? 

7.  Political  parties  and  elections 

(286)  Why  was  Monroe's  administration  called  "The  Era  of  Good 
Feeling"? 

(287)  Explain  the  system  of  nominating  candidates  for  President  and 
Vice  President. 

(288)  Have  nominating  conventions  in  the  United  States  been  estab- 
lished by  law  or  by  custom?  In  what  respects  is  the  primary  system  to 
be  preferred  to  the  convention  system? 

(289)  Why  could  the  Whigs  not  become  a  strong  political  party? 

(290)  Why  was  Henry  Clay  defeated  for  the  Presidency? 

(291)  How  did  the  western  frontier  influence  the  development  of  the 
Democratic  party? 

8.  Policies  of  Jackson 

(292)  Why  does  Jackson's  administration  mark  a  new  era  in  the 
history  of  the  United  States? 

(293)  What  are  the  differences  between  Jeffersonian  and  Jacksonian 
democracy? 

(294)  Why  do  we  speak  of  the  "reign  of  Andrew  Jackson"? 

(295)  Explain  the  Spoils  System  and  its  results.  Was  it  a  good  policy 
to  introduce  into  national  politics? 

9.  Financial  conditions 

(296)  What  were  the  results  of  the  "Specie  Circular"? 

(297)  Discuss  the  United  States  Bank  plan  at  the  time  of  Jackson's 
presidency.    What  was  Jackson's  attitude  toward  the  United  States  Bank? 

(298)  What  were  the  causes  and  the  results  of  the  Panic  of  1837? 

(299)  What  were  the  causes  of  the  Panic  of  1857? 

[49] 


10.  War  with  Mexico 
a.  Causes 

(300)  Was  the  United  States  justified  in  declaring  war  on  Mexico  in 
1846?    Give  reasons  for  your  answer. 

B.  Sectionalism 

1.  Struggle  for  balance  of  power 

a.  Territorial  annexation  and  state  admission 

(301)  Explain  the  Wilmot  Proviso.  What  influence  did  it  have  on 
slavery?  What  effect  did  its  failure  to  become  a  bill  have  upon  territory 
acquired  from  Mexico? 

(302)  What  is  meant  by  equilibrium  of  power  between  the  slave  and 
free  states?  Why  was  the  South  eager  to  maintain  the  balance  of  power 
in  Congress? 

(303)  What  was  the  cause  of  the  rapid  admission  of  states  into  the 
Union  before  1860? 

(304)  Why  did  the  annexation  of  new  territory  increase  the  difficul- 
ties between  the  North  and  the  South?  Why  did  the  South  want  slave 
territory  extended  while  the  North  wanted  it  restricted? 

(305)  Why  should  the  people  of  the  North  oppose  the  annexation  of 
Texas?    Show  the  importance  of  its  relation  to  the  slavery  question. 

(306)  Explain  why  California  chose  to  become  a  free  state. 

b.  Missouri  Compromise 

(307)  What  is  a  compromise?  In  what  way  was  the  Missouri  Com- 
promise called  forth  by  the  Louisiana  Purchase? 

(308)  State  the  terms  of  the  Missouri  Compromise  and  give  at  least 
three  reasons  why  it  was  significant  in  our  history. 

(309)  Can  a  real  difficulty  be  settled  by  compromise?  Why  did  the 
Missouri  Compromise  not  prevent  the  impending  trouble  between  the 
North  and  South? 

c.  Compromise  of  1850 

(310)  What  were  the  causes  of  the  Compromise  of  1850?  What  terms 
did  it  provide? 

(311)  What  were  the  effects  of  the  Compromise  of  1850?  Which 
gained  the  more  by  it,  the  North  or  the  South?    Why? 

(312)  Tell  why  you  would  have  favored  or  opposed  the  Compromise 
of  1850  if  you  had  been  living  at  that  time. 

(313)  State  briefly  the  relation  of  the  Compromise  of  1850  to  the 
following  issues:  (1)  Shall  California  be  admitted  free?  (2)  Shall  slavery 
be  prohibited  in  the  rest  of  the  Mexican  cession?  (3)  Shall  slavery  be 
abolished  in  the  District  of  Columbia?  (4)  Shall  fugitive  slaves  be  re- 
turned to  their  masters?  (5)  Shall  trade  in  slaves  between  the  states  be 
prevented?     (6)    What  shall  be  the  boundary  of  Texas? 

d.  Kansas-Nebraska  Bill 

(314)  What  was  meant  by  "popular  sovereignty?"  What  was  its  value? 

(315)  Do  you  believe  that  it  was  well  to  settle  the  slavery  question 
in  the  territories  by  "popular  sovereignty?" 

(316)  Tell  why  you  think  that  the  Kansas-Nebraska  bill  should  or 
should  not  have  been  passed.    Why  did  people  of  the  North  object  to  it? 

(317)  What  were  the  effects  of  the  Kansas-Nebraska  bill? 

[50] 


2.  Dred  Scott  Case 

(318)  What  was  the  Dred  Scott  case?  How  did  it  affect  the  North 
and  the  South? 

(319)  How  did  the  Dred  Scott  decision  touch  the  primary  principle 
of  the  Republican  party? 

(320)  Give  the  arguments  for  and  against  the  Dred  Scott  decision. 
What  would  have  been  the  effect  if  the  case  had  not  been  decided  as  it  was? 

(321)  Explain  the  reaction  to  the  Fugitive  Slave  Law.  Was  the  "un- 
derground railway"  right? 

(322)  What  were  the  differences  between  a  negro  slave  and  a  free 
negro? 

3.  Interrelations  of  Missouri  Compromise,  Compromise  of   1850,   Kansas-Nebraska 
Bill,  and  Dred-Scott  Case 

(323)  What  relation  did  the  Kansas-Nebraska  bill  bear  to  the  Missouri 
Compromise?    to  the  Omnibus  Bill?    to  the  Dred  Scott  decision? 

(324)  What  effect  did  the  Dred  Scott  decision  have  on  the  Missouri 
Compromise? 

(325)  How  did  the  Compromise  of  1850  violate  the  Missouri  Com- 
promise? 

4.  National  vs.  State  rights 

a.  Nullification 

(326)  Account  for  the  difference  of  opinion  as  to  tariff  between  the 
North  and  the  South  prior  to  the  Civil  War. 

(327)  Explain  the  changing  views  of  the  South  on  tariff  change  from 
1815  to  1830. 

(328)  What  were  the  effects  of  the  Tariff  of  1828?  Do  you  think  it 
was  a  wise  plan  for  the  government  to  put  a  tariff  on  imports  when  our 
manufactures  were  so  young? 

(329)  What  is  meant  by  nullification?  What  brought  about  the  null- 
ification act  of  South  Carolina? 

(330)  Discuss  Calhoun's  views  as  to  nullification  of  the  tariff.  Was 
it  fortunate  or  unfortunate  that  the  dispute  of   1833   was  compromised? 

(331)  What  were  the  effects  of  the  Tariff  of  1833? 

(332)  Why  is  the  Webster-Hayne  debate  important? 

(333)  Upon  the  basis  of  strict  construction,  did  the  South  ask  for 
more  than  the  Constitution  justified? 

(334)  Why  should  the  question  of  protective  tariff  not  be  settled  by 
vote  of  the  public? 

b.  Secession 

(335)  Trace  the  development  of  the  secession  idea. 

(336)  Why  did  South  Carolina  and  later  other  southern  states  secede 
from  the  Union?    Why  were  the  cotton  states  the  first  to  secede? 

(337)  What  were  the  effects  of  the  secession? 

(338)  Compare  the  opinions  of  Webster  and  Hayne  on  secession. 

(339)  Compare  Jackson's    and   Lincoln's   attitude   toward   secession. 


[51] 


5.  Lincoln-Douglas  debates 

(340)  What  was  the  importance  of  the  Lincoln-Douglas  debates? 
What  was  their  effect  upon  the  country?    on  the  election  of  1860? 

(341)  How  do  you  explain  the  fact  that  the  Lincoln-Douglas  debates 
attracted  so  much  attention? 

(342)  What  might  the  results  have  been  if  Lincoln  had  won  the 
debate? 

(343)  What  effect  did  the  Freeport  Doctrine  have  on  the  election 
of  1860? 

(344)  Tell  why  you  think  the  Douglas  plan  of  settlement  was  or  was 
not  a  good  one. 

(345)  Compare  the  outstanding  characteristics  of  Lincoln  and  Doug- 
las. What  were  their  attitudes  toward  the  slavery  question?  How  did 
Douglas  prove  himself  a  real  citizen  in  his  dealing  with  Lincoln? 

6.  Abolition  movement 

(346)  What  was  the  reason  for  the  origin  of  the  anti-slavery  move- 
ment? 

(347)  Show  the  importance  of  the  Abolition  movement. 

(348)  What  were  the  effects  of  the  Abolition  movement  on  the  North 
and  on  the  South?  How  do  you  account  for  the  growth  of  the  movement 
in  the  face  of  such  opposition? 

(349)  How  did  the  method  of  putting  the  slavery  question  before  the 
people  differ  from  that  which  would  be  employed  today? 

(350)  Why  did  some  people  feel  that  Webster  had  gone  back  on  his 
beliefs? 

(351)  What  was  the  "Gag  Rule"?  What  events  led  to  its  formula- 
tion?   What  were  the  results  of  the  rule? 

(352)  What  were  the  principles  and  the  methods  of  the  abolitionists? 
Are  they  justifiable? 

(353)  Summarize  a  list  of  reasons  for  and  a  list  of  reasons  against  the 
resolution  that  "Slavery  should  be  abolished." 

7.  Effects  of  slavery 

(354)  Why  is  1619  an  important  date  in  American  history?  Why  was 
slavery  not  fought  against  at  that  time? 

(355)  What  unfortunate  condition  arose  from  the  bringing  in  of  negro 
slaves?    What  effect  did  it  have  upon  agricultural  production? 

(356)  What  effect  would  slavery  have  in  a  new  country  upon  free 
white  inhabitants  and  upon  free  white  immigration? 

(357)  What  might  have  been  the  condition  of  our  country  now  if 
slavery  had  not  been  abolished? 

(358)  Explain  the  following:  "A  Dutch  vessel  sailed  up  the  James 
River  in  1619  and  sold  twenty  African  slaves  to  the  colonists.  The  seeds 
of  the  great  Civil  War  were  carried  in  this  old  Dutch  vessel." 

8.  Conditions  favorable  and  unfavorable  to  slavery 

(359)  What  are  the  chief  (geographical,  industrial,  and  moral)  reasons 
why  the  North  opposed  slavery? 

[52] 


8.  Conditions  favorable  and  unfavorable  to  slavery  (continued) 

(360)  If  slave  labor  had  been  considered  profitable  in  the  North,  as 
it  was  in  the  South,  would  the  North  have  opposed  slavery?  Why  is 
slavery  not  economically  sound? 

(361)  Why  do  you  consider  slavery  an  evil?  Were  the  people  of  the 
South  sincere  in  their  belief  in  slavery  or  did  they  realize  its  evils  and 
still  want  it  merely  for  profit? 

(362)  What  were  the  chief  effects  of  slavery  on  the  United  States? 

(363)  Was  Harrison  fair  to  the  slave  holders?    Why? 

(364)  What  are  the  three  most  important  internal  political  questions 
which  arose  out  of  the  conditions  following  the  War  of  1812? 

9.  Influences  leading  directly  to  Civil  War 

(365)  Summarize  the  chief  causes  of  the  Civil  War  in  two  groups: 
first,  the  more  fundamental  and  remote  causes  such  as  attitudes,  princi- 
ples, and  so  forth,  and  second,  the  immediate  causes  or  events  which 
actually  started  the  war. 

(366)  By  what  means  other  than  war  might  the  slavery  question 
have  been  settled? 

(367)  What  events  helped  to  cause  Lincoln's  election?  Would  you 
have  voted  for  Lincoln  in  spite  of  what  the  South  said? 

(368)  What  was  the  importance  of  Lincoln's  election  to  the  presi- 
dency?   Explain  Lincoln's  policy  toward  the  South. 

(369)  From  what  issues  has  sectionalism  arisen  in  the  United  States? 
How  did  the  two  distinct  territorial  divisions,  North  and  South,  originate? 

(370)  What  were  the  effects  of  John  Brown's  Raid  on  the  South? 

(371)  How  did  Mrs.  Harriet  Beecher  Stowe's  "Uncle  Tom's  Cabin" 
affect  people's  attitude  toward  slavery? 

10.  Comparison  of  North  and  South 

(372)  Account  for  the  difference  in  the  proportion  of  white  population 
in  the  North  and  the  South. 

(373)  Compare  the  North  and  the  South  in  the  period  of  1830  to 
1860  in  the  following  ways:  as  to  social  life,  education,  industries,  and 
farming. 

(374)  Compare  the  North  and  the  South  at  the  beginning  of  the 
Civil  War  as  to  resources,  population,  training,  loyalty,  purposes,  political 
and  financial  conditions. 

(375)  Compare  the  North  and  the  South  during  the  Civil  War  as 
to  natural  resources,  wealth,  food  supplies,  population,  army,  navy,  trans- 
portation, location,  purposes,  and  patriotism. 

11.  Leaders 

(376)  Discuss  the  services  of  John  Quincy  Adams  before,  during  and 
after  his  administration.  It  is  said  of  Adams  that  "He  was  a  fearless 
champion  of  what  seemed  to  him  to  be  right."  Point  out  an  example 
illustrating  this  and  show  how  this  quality  helped  to  fit  him  for  the 
presidency. 

(377)  Compare  Thomas  Jefferson  with  Andrew  Jackson. 

[53] 


11.  Leaders   (continued) 

(378)  Discuss  Henry  Clay's  importance  in  United  States  History. 

(379)  Compare  Daniel  Webster  and  Henry  Clay. 
C.  Miscellaneous 

(380)  Why  does  the  word  "slaves"  not  appear  in  the  Constitution? 

(381)  Compare  Jackson's  presidency  with  that  of  Van  Buren. 

(382)  Discuss  the  Mormon  emigration  to  Salt  Lake. 

(383)  Could  treaties  be  drawn  up  without  war  today  as  was  the 
Ashburton  Treaty? 

V.    Civil  War  (1861-1865) 

A.  Campaigns 

(384)  Compare  the  war  policies  of  the  North  and  the  South  and  tell 
who  were  responsible  for  the  policies. 

(385)  What  was  the  importance  of  the  rivers  during  the  Civil  War?' 

(386)  What  need  was  made  evident  by  the  battle  of  the  Monitor 
and  the  Merrimac? 

(387)  Explain  the  importance  of  the  blockade  in  the  Civil  War. 
Which  crippled  the  South  more,  the  Union  armies  or  the  naval  blockade? 

(388)  How  did  the  defeat  of  the  national  troops  at  Bull  Run  prove 
advantageous  to  the  cause  of  the  Union? 

(389)  What  was  the  importance  of  the  Peninsular  campaign? 

(390)  What  were  the  advantages  and  value  of  Sherman's  march? 

(391)  Discuss   Sheridan's  return  from  Winchester. 

(392)  What  was  the  significance  of  the  Battle  of  Gettysburg?  of 
the  Battle  of  Vicksburg? 

(393)  What,  in  your  estimation,  caused  the  North  to  win? 

(394)  Compare  the  first  two  years  of  the  Civil  War  with  the  last 
two  years. 

(395)  Give  an  account  of  the  form  of  organization  of  the  two  oppos- 
ing armies. 

B.  Emancipation  Proclamation 

(396)  Explain  the  Emancipation  Proclamation  and  give  reasons  why 
it  was  issued.  Why  did  President  Lincoln  not  issue  it  at  the  beginning 
of  the  Civil  War? 

(397)  What  right  did  Lincoln  have  to  issue  the  Emancipation  Procla- 
mation? 

(398)  What  were  the  results  of  the  issuing  of  the  Emancipation 
Proclamation  on  the  negro,  the  Civil  War,  and  the  country? 

(399)  Explain  the  difference  between  the  Emancipation  Proclamation 
and  the  Thirteenth  Amendment  to  the  Constitution. 

F.  Lincoln's  attitude 

(400)  What  were  the  outstanding  traits  of  Lincoln's  character?  How 
did  his  training  and  character  fit  him  for  the  presidency  during  the  Civil 
War? 


[54] 


F.  Lincoln's  attitude  (continued) 

(401)  Why  was  opinion  so  divided  about  Lincoln  during  his  life?  If 
he  were  living  today,  do  you  think  he  would  be  considered  as  great  as 
he  is  now? 

(402)  Explain  Lincoln's  attitude  toward:  (a)  Slavery,  (b)  Confeder- 
acy,  (c)   Union. 

(403)  Discuss  Lincoln's  handling  of  the  Trent  affair. 

(404)  If  Lincoln  had  not  freed  the  slaves,  do  you  think  someone  else 
would  have  at  that  time  or  later? 

(405)  What  is  the  importance  of  Lincoln's  Gettysburg  Address?  What 
is  the  central  thought  contained  in  it?  What  did  he  mean  by  a  "govern- 
ment of  the  people,  by  the  people,  for  the  people?" 

(406)  How  did  Lincoln's  assassination  affect  the  country?  Does  the 
assassination  make  us  feel  differently  toward  his  work? 

(407)  What  honors  might  Lincoln  have  gained  for  himself  if  he  had 
lived  a  few  years  longer? 

G.  Leaders 

1.  Evaluation 

(408)  Compare  Grant  and  Jackson  as  to  military  ability. 

(409)  Whom  do  you  admire  most,  Grant  or  Lee?  Why?*  Which  one 
do  you  consider  the  more  efficient  as  a  leader?    Why? 

2.  Compared  with  earlier  leaders 

(410)  Compare  Lincoln  and  Washington  as  to  (a)  advantages  in  life, 
(b)  character,  (c)  problems  which  each  had  to  solve,  (d)  service  ren- 
dered to  the  country. 

(411)  Compare  Washington  and  Lee  as  to  military  ability  and  leader- 
ship. 

VI.    Reconstruction  (1866-1870) 

A.  Results  of  the  Civil  War 

(412)  What  was  the  significance  of  the  outcome  of  the  Civil  War? 
What  were  the  most  important  results  of  the  war  on  the  nation? 

(413)  What  were  the  chief  effects  of  the  war  on  the  North?  on  the 
South? 

(414)  What  might  the  results  have  been  if  the  South,  had  won  the 
Civil  War  instead  of  the  North? 

B.  Problems  and  work  of  reconstruction 

(415)  Summarize  the  chief  phases  of  the  Reconstruction  controversy 
after  the  Civil  War  and  describe  the  chief  plans  that  were  suggested  to 
meet  the  situation. 

(416)  What  were  the  principal  mistakes  in  reconstruction?  How  might 
they  have  been  avoided? 

(417)  What  were  the  chief  problems  of  reconstruction  for  the  North? 
for  the  South?    for  the  National  Government? 

(418)  Compare  President  Johnson's  plan  of  reconstruction  with  that 
of  Congress.    Do  you  consider  the  Congressional  plan  a  good  one?    Why? 

[55] 


B.  Problems  and  work  of  reconstruction  (continued) 

(419)  Discuss  the  attitude  of  a  southern  citizen  toward  a  northern 
citizen  after  the  war. 

(420)  Discuss  home  life  and  living  conditions  in  the  North  and  South 
during  the  period  of  Reconstruction. 

(421)  Trace  the  Reconstruction  Period  in  the  North  and  in  the  South, 
giving  attention  to  suffrage,  taxes,  public  improvements,  and  political 
organization. 

(422)  Why  was  the  death  of  Lincoln  a  great  misfortune  to  the  South? 
to  the  North? 

(423)  Give  reasons  why  you  think  the  southern  states  were  or  were 
not  treated  fairly  during  the  Reconstruction  Period. 

(424)  What  were  the  effects  of  carpet-bagging  on  the  South? 

(425)  Was  the  Ku  Klux  Klan  necessary  in  the  South? 

C.  The  race  problem 

(426)  How  has  the  Civil  War  affected  the  status  of  the  negro  in  the 
North  and  in  the  South? 

(427)  Has  our  country  been  benefited  by  the  abolition  of  slavery? 

(428)  What  do  you  think  would  have  been  the  best  way  to  dispose 
of  the  freed  slaves  for  the  future  good  of  the  country? 

(429)  What  can  we  do  as  a  country  to  produce  a  higher  standard  of 
living  in  the  negro  race?  Which  do  you  think  is  better  for  our  country — 
to  have  the  negroes  and  whites  intermingle  as  they  are  now  doing,  or 
encourage  negroes  to  live  on  government  reservations  as  is  done  in  the 
case  of   Indians?    Why? 

(430)  Discuss  the  race  problem  in  the  South  in  its  social,  political, 
and  economic  results,  and  show  why  the  South  was  so  long  in  becoming 
reconciled  to  the  abolition  of  slavery. 

(431)  Do  you  think  the  South  is  a  more  desirable  place  to  live  since 
the  slaves  were  made  free?    Why? 

(432)  Contrast  the  negro  problem  of  today  with  that  of  the  sixties. 

D.  Commerce,  industry,  and  transportation 

(433)  Compare  the  social,  economic  and  industrial  conditions  of  the 
North  and  the  South  at  the  close  of  the  Civil  War  and  give  three  reasons 
why  the  South  fell  behind  the  North  in  prosperity. 

(434)  Compare  the  New  South  with  the  Old  South  and  give  reasons 
for  the  change. 

(435)  Between  1860  and  1870  the  number  of  employees  in  American 
factories  increased  more  than  one-half.  Does  this  fact  suggest  more  capital 
or  less  capital?    Explain. 

(436)  What  was  the  importance  of  the  laying  of  the  Atlantic  Cable? 

(437)  Why  did  our  government  want  a  transcontinental  railroad? 


[56] 


VII.    Industrial,  Political,  and  Social  Progress  (1871-1897) 

A.  Inventions  and  inventors 

(438)  Trace  the  progress  of  invention  from  1865  to  the  present  time 
and  show  why  this  period  has  been  especially  productive.  Why  were  the 
inventions  of  this  period  of  less  value  to  the  South  than  to  the  North? 

(439)  What  is  the  relation  between  inventions  in  America  and  indus- 
trial progress?    Why  are  people  often  slow  in  accepting  a  new  invention? 

(440)  What  has  been  the  importance  of  the  developments  in  the  field 
of  electricity? 

(441)  Why  have  the  inventions  of  the  phonograph,  airplane,  and  radio 
been  important? 

(442)  What  inventions  have  been  most  important  in  the  transition 
from  the  old  style  of  farming  to  modern  scientific  farming? 

(443)  What  has  Thomas  Edison  contributed  to  world  progress?  How 
do  you  account  for  his  great  work?  What  is  the  difference  in  your  feeling 
of  gratitude  toward  George  Washington  and  Thomas  Edison? 

C.  Reforms 

1.  Civil  service 

(444)  What  led  to  the  Civil  Service  Reform? 

(445)  To  what  extent  has  the  spoils  system  been  eliminated  from  our 
government? 

(446)  Discuss  the  merits  of  the  Civil  Service  System  in  comparison 
with  those  of  the  Spoils  System.  Give  reasons  why  the  "merit  system" 
should  be  used  in  towns  and  cities  as  well  as  in  the  nation. 

(447)  Why  do  some  politicians  object  to  Civil  Service  Reform? 

(448)  Discuss  Civil  Service  as  to  positions  open,  qualifications  neces- 
sary, examinations,  and  so  forth. 

2.  Australian  ballot  ♦ 

(449)  What  are  the  advantages  and  disadvantages  of  the  Australian 
Ballot  System?    Why  should  there  be  secrecy  in  voting? 

(450)  What  were  the  effects  of  the  use  of  the  Australian  Ballot 
System  in  elections? 

(451)  Do  you  think  the  short  ballot  is  to  be  preferred  to  the  present 
method  of  voting?   Why? 

E.  Commerce,  industry,  and  communication 

(452)  Trace  the  development  of  industry  in  the  United  States,  giving 
the  principal  reasons  for  the  rapid  growth,  the  results  of  the  change  on 
life,  and  the  reasons  why  America  can  maintain  an  industrial  supremacy. 

(453)  Why  is  it  not  advisable  for  a  country  to  depend  wholly  on  one 
crop  or  industry?' 

(454)  Compare  agricultural  development  with  industrial  development 
in  the  United  States. 

(455)  What  relation  has  agricultural  development  to  the  building  of 
lines  of  transportation? 

(456)  Explain  the  effects  of  the  transcontinental  railroad  on  the  de- 
velopment of  the  country. 

[57] 


E.  Commerce,  industry,  and  communication   (continued) 

(457)  Compare  transportation  now  and  during  Cleveland's  adminis- 
tration. 

(458)  The  government  manages  and  controls  postal  activities.  Why 
should  it  not  control  other  industries? 

(459)  How  has  irrigation  helped  to  develop  the  United  States? 

(460)  What  one  factor  has  been  most  responsible  for  the  progress  of 
commerce  in  the  United  States? 

F.  Labor  and  capital 

(461)  Discuss  the  rise  of  big  business  monopolies  and  the  attempt  at 
government  control. 

(462)  Contrast  early  American  systems  of  labor  with  the  labor  organ- 
ization of  today. 

(463)  Compare  the  activities  of  labor  and  capital  from  1875  to  1925. 

(464)  Why  does  the  public  claim  a  right  to  interfere  in  conflicts  be- 
tween capital  and  labor? 

(465)  Explain  the  significance  of  labor  unions  and  give  some  argu- 
ments for  and  against  them. 

(466)  Discuss  the  need  of  a  Child  Labor  Law. 

G.  Urbanization 

(467)  Account  for  the  greater  relative  increase  in  population  of  cities 
as  compared  with  rural  districts.  What  does  the  growth  of  cities  mean 
to  our  country? 

(468)  Explain  the  rapid  growth  and  importance  of  such  cities  as  Gary 
and  Indianapolis. 

(469)  What  questions  in  government  were  caused  by  the  growth  of 
cities? 

(470)  Give  some  reasons  why  New  York  City  has  grown  to  be  larger 
than  other  cities  in  the  United  States. 

VIII.   Beginnings  of  United  States  as  a  World  Power  (1898-1912) 

A.  Spanish-American  War 

2.  Causes 

(471)  Summarize  the  remote  and  immediate  causes  of  the  Spanish- 
American  War. 

(472)  Was  the  Spanish-American  War  inevitable?  Give  reasons  for 
your  answer. 

(473)  What  was  the  attitude  of  the  United  States  toward  Spain 
in  1898? 

(474)  Why  was  the  United  States  justified  in  going  to  war  with 
Spain  in  1898? 

3.  Results 

(475)  What  were  the  chief  results  of  the  Spanish-American  War? 

(476)  Explain  how  the  "Spanish  War  made  the  United  States  a  world 
power." 

[58] 


B.  Treatment  of  outlying  possessions 

2.  Philippines 

(477)  Was  the  purchase  of  the  Philippines  a  violation  of  the  Monroe 
Doctrine? 

(478)  What  do  we  mean  by  "government  with  the  consent  of  the 
governed?"    Compare  this  with  "Imperialism." 

(479)  Why  did  the  Filipinos  rebel  against  the  United  States? 

(480)  Give  reasons  for  and  against  the  granting  of  freedom  to  the 
Filipinos. 

C.  Relation  of  United  States  with  other  nations 

1.  South  America 

(481)  Why  should  the  United  States  extend  its  protection  over  Central 
and  South  America  by  means  of  the  Monroe  Doctrine? 

(482)  How  has  the  Monroe  Doctrine  helped  small  countries  in  South 
America?' 

(483)  What  reasons  have  republics  south  of  the  United  States  had 
to  question  our  good  intentions? 

(484)  Discuss   Blaine's   foreign   policy  with   Latin-American   countries. 

(485)  Of  what  advantage  was  the  Pan-American  Congress  to  us? 

2.  Other  countries  than  South  America 

(486)  Why  do  countries  have  foreign  ministers? 

(487)  Why  should  Canada  oppose  reciprocity  with  the  United  States? 

(488)  Explain  the  policy  of  the  "Open  Door." 

(489)  What  were  the  reasons  for  the  world  trip  of  the  United  States 
navy  in  1907? 

D.  Panama  Canal 

(490)  What  is  the  military  and  commercial  importance  of  the  Panama 
Canal  to  the  United  States?    to  the  world? 

(491)  Compare  the  relative  values  of  the  Erie  and  Panama  Canals 
to  the  United  States. 

(492)  Why  was  President  Roosevelt  so  eager  to  construct  the  Panama 
Canal? 

(493)  Explain  why  the  Panama  Canal  has  been  called  a  "monument 
to  Theodore  Roosevelt." 

(494)  Discuss  the  method  used  to  get  the  Canal  Zone  for  the  building 
of  the  Panama  Canal. 

(495)  Why  did  the  United  States  succeed  in  building  the  Panama 
Canal  when  it  had  been  a  failure  before?  Why  is  it  said  that  it  was 
built  by  doctors? 

(496)  Why  was  it  such  a  task  to  build  the  Panama  Canal?  What 
attempts  were  made  at  it? 


t59 


IX.    Accentuated  World  Relations  (1913-present) 
A.  World  relations 

1.  World  war 

b.  Reasons  for  entrance  of  United  States 

(497)  Explain  the  causes  for  the  entrance  of  the  United  States  into 
the  World  War. 

(498)  What  was  the  aim  of  the  United  States  in  the  World  War? 

(499)  Why  was  the  United  States  justified  in  entering  the  World  War? 

(500)  Could  President  Wilson  have  prevented  America  from  partici- 
pating in  the  World  War?    What  would  have  been  the  result? 

(501)  What  was  the  importance  of  the  sinking  of  the  Lusitania? 
Compare  the  sinking  of  the  Lusitania  with  that  of  the  Titanic. 

(502)  Do  you  think  Washington  or  Jefferson  would  have  opposed  our 
entrance  into  the  World  War? 

(503)  What  did  Lafayette  have  to  do  with  the  World  War?  Do  you 
think  we  were  obligated  to  help  France  in  the  World  War?    Why? 

c.  War  policies  of  United  States 

(504)  Has  the  United  States  ever  fought  an  unjust  war  or  acted 
disgracefully  since  the  formation  of  the  government? 

(505)  For  what  purpose  has  the  United  States  entered  wars?  State 
in  one  word  each  of  the  aims  of  America's  three  great  wars? 

(506)  Compare  America's  reasons  for  entering  the  War  of  1812  with 
those  for  entering  the  World  War. 

(507)  Compare  the  causes  of  the  Revolutionary  War  with  those  of 
the  World  War. 

e.  Methods  of  warfare 

(508)  Trace  the  development  of  methods  of  warfare  through  the 
Revolutionary  War,  the  War  of  1812,  the  Civil  War,  the  Spanish-Ameri- 
can War,  and  the  World  War,  and  make  some  statement  concerning  the 
probable  methods  of  future  warfare. 

(509)  Compare  the  Civil  War  and  World  War  as  to  types  of  volun- 
teers, treatment  of  prisoners,  and  conditions  of  military  life. 

(510)  What  are  the  advantages  and  disadvantages  of  conscription  and 
voluntary  enlistment? 

(511)  Does  one  side  ever  gain  as  much  in  a  war  as  the  other  loses? 
How  could  money  spent  for  war  be  put  to  better  uses? 

(512)  Compare  the  use  to  which  Muscle  Shoals  would  be  put  in  time 
of  peace  with  that  to  which  it  would  be  put  in  time  of  war. 

g.  Results 

(513)  What  is  the  significance  of  the  World  War?  What  have  been  the 
most  important  industrial,  economic,   and  social  results   upon  the  world? 

(514)  How  did  the  World  War  affect  the  United  States  politically, 
socially,  and  financially? 

(515)  What  new  relations  were  brought  about  between  the  United 
States  and  foreign  countries  by  the  World  War? 

[60] 


g.  Results  (continued) 

(516)  Did  the  United  States  gain  or  lose  by  entering  the  World  War? 
Why? 

(517)  Did  the  restrictions  placed  on  food  during  the  World  War  intro- 
duce any  values  to  the  American  people  which  have  been  permanent? 

(518)  What  great  mechanical  and  industrial  achievements  and  what 
scientific  facts  have  resulted  directly  from  the  World  War? 

(519)  What  lessons  upon  the  subject  of  military  preparedness  can 
we  learn  from  the  World  War? 

(520)  How  were  the  North  and  the  South  united  by  the  World  War? 

(521)  What  do  you  think  would  be  the  present  condition  of  the 
European  countries  if  they  had  not  engaged  in  the  World  War? 

2.  Reconstruction 

a.  Conditions 

(522)  Why  have  conditions  since  the  war  been  so  difficult?  Name 
some  of  the  hard  problems  which  face  the  United  States  Government 
today. 

(523)  What  was  the  cause  of  such  rapid  social  and  industrial  devel- 
opment after  the  World  War? 

(524)  What  explanation  can  be  given  for  the  large  increase  in  the 
enrollment  in  high  schools  and  colleges  since  the  World  War? 

(525)  How  do  you  account  for  the  high  cost  of  living  after  the  war? 

(526)  If  the  amount  of  money  in  the  country  were  suddenly  doubled, 
what  would  be  the  effect  on  the  price  of  wheat? 

(527)  Why  does  the  dollar  not  buy  as  much  today  as  in  1914? 

(528)  Account  for  the  riches  of  Henry  Ford  and  the  pauperism  of 
some. 

b.  Compared  with  reconstruction  after  Civil  War 

(529)  Compare  the  conditions  of  the  Reconstruction  Period  following 
the  Civil  War  with  those  of  the  period  following  the  World  War. 

(530)  Compare  the  reconstruction  problems  which  arose  after  the 
Civil  War  with  those  which  arose  after  the  World  War. 

(531)  Compare  the  differences  between  Wilson  and  the  Senate  after 
the  World  War  with  those  between  Johnson  and  Congress  after  the  Civil 
War. 

(532)  Compare  the  Ku  Klux  Klan  of  1868  with  that  of  today  in 
regard  to  purpose  and  accomplishments. 

3.  Wilson's  administration 

(533)  In  what  respects  was  Wilson  a  great  president?  Do  you  con- 
sider him  one  of  the  nation's  greatest  leaders?    Why? 

(534)  Show  that  Wilson  should  or  should  not  be  condemned  for  his 
mistakes. 

(535)  Discuss  the  salient  features  in  the  politics  of  President  Wilson. 

(536)  Name  and  tell  the  importance  of  the  chief  events  in  Wilson's 
administration. 


[61  ] 


3.  Wilson's  administration   (continued) 

(537)  Compare  the  tasks  of  the  two  great  war  Presidents,   Lincoln 
and  Wilson. 

(538)  Do   you    think    a    president    should    leave    his    country    to    go 
abroad?    Why? 

(539)  What  did  Wilson  mean  by  "making  the  world  safe  for  democ- 
racy?" 

(540)  Explain  the  term  "watchful  waiting." 

4.  League  of  Nations  and  World  Court 

(541)  What   is   the   purpose   of   a    League   of   Nations?    of   a   World 
Court?    What  is  the  significance  or  value  of  such  organizations? 

(542)  Do  you  think  the  United  States  should  join  the  World  Court? 
Why? 

(543)  Why  was  not  the  League  of  Nations  accepted  by  all  countries? 

(544)  Why   did   the  United   States   not   join   the   League  of  Nations 
after  helping  to  make  it? 

(545)  Tell  why  you  think  the  League  of  Nations  a  good  or  bad  plan 
and  why  you  think  the  United  States  should  or  should  not  enter  it. 

(546)  Summarize  the  arguments  in  favor  of  a  League  of  Nations. 

(547)  What  effect  does  the  League  of  Nations  have  upon  the  Eastern 
Hemisphere? 

(548)  Give  some  arguments  for  and  against  compulsory  arbitration. 

5.  United  States  in  relation  to  other  nations 

a.  General 

(549)  W'hat  are  the  connections  between  the  history  of  the  Old  World 
and  that  of  the  New? 

(550)  Mention  several  of  the  bonds  between  Europe  and  the  United 
States.    Did  the  World  War  create  any  new  ones? 

(551)  Compare  the  European  policies  of  Washington  and  Wilson. 

(552)  Compare  the  relations  of  the  United   States  to   Europe  during 
Wilson's  and  Jefferson's   administrations. 

(553)  Do   you    think   that   President   Wilson    did    a   good    service   by 
going  to  Europe  in  1918-1919?    Why? 

(554)  From  your  study  of  United  States  history,  what  is  your  feeling 
toward  Great  Britain? 

(555)  To  which  country  do  we  owe  our  greatest  debt  (not  financial)? 
Why? 

(556)  Is  it  better  to  pay  freight  to  foreign  ships  or  to  have  ships  of 
our  own?     Why? 

(557)  Would  it  be  safe  for  the  United  States  to  give  up  building  a 
navy  if  other  countries  did  likewise?    Why? 

(558)  What   effect   does   a   war   in   Europe   have   on   American   farm 
products? 

(559)  What  would  the  United   States   do  with  her   surplus  products 
under  an  "American  System?" 

[62] 


5.  United  States  in  relation  to  other  nations   (continued) 

(560)  Do  big  nations  possess  rights  which  small  nations  do  not?  Explain. 
b.  Monroe   Doctrine 

(561)  What  is  the  significance  of  the  Monroe  Doctrine  today?  How 
has  it  affected  affairs  recently?    Do  you  think  we  should  still  abide  by  it? 

(562)  Discuss  the  possibility  and  advisability  of  the  Monroe  Doctrine 
as  a  World  Doctrine. 

(563)  How  can  you  reconcile  the  entrance  of  the  United  States  into 
the  World  War  and  the  Monroe  Doctrine? 

(564)  Has  the  Monroe  Doctrine  assumed  any  new  importance  in 
connection  with  the  World  War? 

(565)  Discuss  the  present  foreign  policy  of  the  United  States. 

(566)  Explain  why  Germany  has  always  been  hostile  to  the  Monroe 
Doctrine. 

d.  Position  of  United  States  as  a  power 

(567)  What  place  do  we  occupy  among  the  nations  of  the  world? 

(568)  Do  you  think  the  United  States  is  still  a  growing  nation?  Is 
it  now  "standing  still"  or  is  it  beginning  to  decline?  Give  reasons  for 
your  answer. 

(569)  For  what  reasons  is  the  United  States  considered  a  world  power? 
\Miat  factors  have  made  her  position  possible? 

(570)  What  are  some  of  the  conditions  that  have  helped  to  retard 
the  growth  of  the  nation? 

(571)  Under  what  conditions  will  the  United  States  maintain  her 
position  as  a  great  nation?  What  proportion  of  the  people  are  educated 
and  understand  our  form  of  government? 

6.  Immigration 

(572)  Why  is  there  so  much  immigration  to  America?  Explain  what 
is  meant  by  calling  America  the  "melting  pot." 

(573)  Why  is  it  necessary  to  instruct  immigrants  in  American  prin- 
ciples? What  should  be  done  with  foreigners  in  America  who  oppose  an 
organized  form  of  government? 

(574)  If  aliens  should  come  to  the  United  States,  what  qualifications 
should  they  have?  What  are  the  advantages  and  disadvantages  of  educa- 
tional tests  for  immigrants? 

(575)  How  are  foreigners  a  menace  to  our  laborers? 

(576)  What  are  the  effects  of  loose  immigration  laws  today? 

(577)  Trace  the  varying  policies  of  the  United  States  toward  the 
immigrant. 

(578)  Why  was  immigration  from  1830-1880  considered  such  a  boon 
to  the  United  States,  while  that  from  1880  to  the  present  date  has  offered 
so  many  problems  to  lawmakers? 

(579)  What  caused  our  immigration  to  change  from  an  immigration 
from  northern  and  northwestern  Europe  to  one  largely  from  southern 
Europe? 

[63] 


6.  Immigration    (continued) 

(580)  What  is  likely  to  be  the  effect  of  such  a  large  immigration  from 
southern  Europe? 

(581)  What  are  the  chief  arguments  for  and  against  restricted  immi- 
gration? Why  are  stringent  immigration  laws  more  necessary  now  than 
formerly? 

(582)  Do  you  think  the  policy  of  the  United  States  toward  immi- 
grants is  justifiable?   Why? 

(583)  What  are  reasons  for  the  act  excluding  Orientals?  Why  should 
the  Japanese  question  be  of  more  immediate  interest  to  Californians  than 
to  others? 

(584)  How  has  the  World  War  affected  immigration  to  this  country? 
What  new  problems  have  arisen  in  this  connection? 

B.  Internal  affairs 

1.  Legislation 

b.  Federal  reserve  banks 

(585)  Trace  the  development  of  our  banking  system  beginning  with 
the  work  of  Alexander  Hamilton. 

(586)  Mention  the  chief  financial  panics  and  state  briefly  the  causes 
and  results  of  each. 

(587)  Explain  the  importance  and  value  of  the  Federal  Reserve  Act. 

(588)  Show  by  example  how  the  Federal  Reserve  Banks  may  prevent 
severe  panics. 

d.  Prohibition 

(589)  Show  how  the  prohibition  law  of  1917  represents  the  climax 
of  the  whole  prohibition  movement. 

(590)  Some  people  think  that  as  a  war  measure  the  18th  Amendment 
was  justified,  but  should  be  repealed  now  in  time  of  peace.  Point  out 
the  truth  or  fallacy  of  their  argument. 

(591)  What  have  been  the  effects  of  the  Prohibition  Amendment? 

2.  Tariff  and  taxation 

(592)  Explain  the  two  great  sources  of  national  revenue. 

(593)  Who  pay  taxes?  What  system  of  taxation  would  seem  to  arouse 
the  smallest  amount  of  objection? 

(594)  Which  is  the  better  form  of  taxation,  an  income  tax  or  a  tariff? 
Who  pays  the  greater  amount  in  either  case?  What  effect  has  an  income 
tax  on  large  corporations  and  on  business  in  general? 

(595)  What  is  a  tariff?  Which  tariffs  have  not  been  beneficial  to  our 
nation  ? 

(596)  What  relation  has  the  tariff  question  to  our  national  life? 

(597)  How  does  tariff  for  revenue  differ  from  protective  tariff; 

(598)  Explain  in  detail  the  idea  of  protective  tariff,  giving  the  chief 
arguments  for  and  against  it  and  showing  what  influence  it  has  on  present 
day  industries. 

(599)  Is  the  tariff  an  advantage  to  the  Gulf  States?    Why? 

[64] 


2.  Tariff  and  taxation   (continued) 

(600)  Compare  the  policies  of  the  Republican  and  Democratic  parties 
in  regard  to  protective  tariff. 

(601)  Trace  the  development  of  the  tariff  question  from  1789  to  1924. 

3.  Political  parties 

(602)  Are  different  political  parties  necessary  in  our  form  of  govern- 
ment?  Would  it  be  possible  to  have  only  one  party?   Would  it  be  advisable? 

(603)  How  did  political  parties  originate?  What  issues  have  pre- 
served them? 

(604)  Trace  the  development  of  political  parties  in  the  United  States 
up  to  the  present  time. 

(605)  What  is  meant  by  "Party  Platform?"  Contrast  the  platforms 
of  the  great  opposing  political  parties  since  1788. 

(606)  Which  of  the  two  great  parties  of  today  more  closely  resembles 
the  party  of  Thomas  Jefferson? 

(607)  Compare  the  present  Democratic  and  Republican  parties. 

(608)  How  have  third  parties  been  a  benefit? 

(609)  How  can  you  account  for  the  rule  of  the  Progressives  during 
Roosevelt's  and  Wilson's  administrations? 

(610)  Why  is  it  desirable  to  eliminate  partisan  politics?  How  may 
this  be  done? 

4.  General  social  conditions 

(611)  Make  a  list  of  privileges  that  we  American  citizens  enjoy.  How 
can  we  make  America  a  better  place  in  which  to  live?  How  can  we  help 
to  remedy  defects  in  our  government? 

(612)  Give  reasons  why  you  would  rather  be  an  American  boy  or 
girl  than  a  European. 

(613)  Name  some  social  organizations  for  boys.  Name  some  social 
organizations  for  girls.  What  effect  have  these  organizations  had  upon  the 
youth  of  America? 

(614)  How  can  schools  be  made  community  centers? 

(615)  Show  that  the  number  of  ships  on  the  Great  Lakes  is  a  sign 
of  national  prosperity. 

(616)  Why  do  better  methods  of  transportation  and  communication 
make  our  country  a  better  place  in  which  to  live? 

(617)  Is  the  Mississippi  river  more  important  today  than  a  hundred 
years  ago?    Give  reasons  for  your  answer. 

(618)  What  are  the  effects  of  having  daily  newspapers? 

(619)  Compare  the  movement  toward  church  union  in  Canada  with 
that  in  the  United  States. 

(620)  What  effect  would  a  system  of  "farm  credit"  have  on  industries? 

(621)  What  are  the  chief  effects  of  free  schools  and  free  speech  on 
national  life? 

(622)  Compare  the  degree  of  illiteracy  of  the  United  States  with  that 
of  other  powers  and  give  reasons  for  the  difference. 

[65] 


4.  General  social  conditions  (continued) 

(623)  If,  as  some  think,  there  has  been  a  gradual  mental  and  moral 
decline  in  the  life  of  the  nation,  what  are  the  undermining  causes?  How 
may  this  condition  be  remedied? 

(624)  How  does  morality  affect  the  history  of  a  race? 

(625)  Compare  Germany's  and  our  attitudes  now  toward  Armistice 
Day. 

(627)  Do  cabinet  members  today  consider  their  work  as  great  a  re- 
sponsibiltiy  as  did  the  members  of  the  first  cabinet?    Explain. 

C.  Leaders  of  the  period 

1.  Evaluation 

(627)  What  part  did  William  J.  Bryan  take  in  American  politics? 

(628)  Give  your  view  of  Warren  G.  Harding's  character. 

(629)  Why  do  you  think  President  Coolidge  should  or  should  not  be 
re-elected? 

2.  Comparisons 

(630)  Compare  Burbank,  McCormick,  and  Lincoln  as  emancipators. 

(631)  Compare  Wilson  and  Lincoln  as  to  right  to  our  esteem. 

(632)  Compare  Roosevelt  and  Wilson  as  Presidents. 

D.  In  perspective 

1.  Economic  and  social  changes 

(633)  Trace  the  social  development  of  the  West  from  the  time  of  its 
settlement  to  the  present. 

(634)  Do  you  think  people  are  happier  today  than  in  pioneer  days? 
Why? 

(635)  Compare  the  opportunities  open  to  the  American  people  at  the 
close  of  the  18th  century  with  those  offered  to  you  today. 

(636)  Compare  work  that  women  do  now  with  that  of  our  great- 
grandmothers.    What  has  brought  about  the  change? 

(637)  Compare  New  York  City  in  1776  and  in  1925. 

(638)  Explain  some  reasons  why  you  think  civilization  in  the  United 
States  took  such  a  great  stride  in  the  last  fifty  years.  How  has  it  com- 
pared with  progress  in  the  last  twenty  years? 

(639)  Compare  the  L'nited  States  in  1860  and  1925  as  to  mail  service. 
agriculture,  industries,  and  general   living  conditions. 

(640)  Compare  the  methods  of  agriculture  of  1830  with  those  of  1925. 

(641)  How  did  manufacturing  in  the  17th  century  differ  from  present 
day  methods? 

(642)  How  did  the  colonial  Sabbath  differ  from  the  Sabbath  of  the 
present  day?  Is  there  any  danger  of  going  too  far  in  the  direction  in  which 
we  are  now  tending? 

3.  Education 

(643)  What  does  the  National  Government  have  to  do  with  educa- 
tion?   Should  it  have  more  to  do  with  it? 


[66] 


3.  Education   (continued) 

(644)  What  is  the  relation  between  democracy  and  education?  Why  is 
an  elementary  education  compulsory  in  the  United  States? 

(645)  Trace  the  development  of  free  education. 

(646)  In  what  respects  are  free  public  schools  better  for  a  country 
than  tuition  schools? 

(647)  What  is  the  relation  between  free  schools  and  self  government? 

(648)  Trace  the  development  of  vocational  education.  What  does  it 
seek  to  do? 

(649)  Compare  education  of  colonial  days  with  education  of  today. 

(650)  Compare  educational  facilities  of  today  with  those  of  1870. 
5    Leaders 

(651)  Name  five  historical  characters  whom  you  admire  most  and  give 
reasons  for  your  selection. 

(652)  Does  America  produce  more  or  fewer  great  men  than  England? 
Why? 

(653)  What  are  the  qualities  of  a  great  leader?  Who  illustrates  them 
best? 

(654)  Name  in  order  the  five  Americans  whom  you  think  to  be  the 
greatest.   Give  reasons  for  your  choice. 

(655)  Name  in  order  the  three  Presidents  whom  you  think  to  be  the 
greatest.    What  are  the  prominent  traits  of  each? 

(656)  Who  has  contributed  most  to  our  country  in  the  last  twenty- 
five  years?    in  the  last  fifty  years?    Why? 

6.  Citizenship 

(657)  What  makes  an  American? 

(658)  Has  a  boy  or  girl  a  better  opportunity  today  to  be  a  good  and 
useful  citizen  than  in  earlier  days?    Why? 

(659)  Why  does  the  government  come  before  any  religious,  social,  or 
business  organization  in  its  right  to  the  allegiance  of  Americans? 

(660)  What  are  the  qualities  of  a  good  citizen?  Is  it  right  to  be  a 
pirate?    Why? 

(661)  Why  is  it  the  duty  of  every  citizen  to  vote? 
9.  Terms 

(662)  What  is  a  '"Compact?" 

(663)  Explain  the  term  "Democracy." 

(664)  What  is  meant  by  "Log  Rolling,"   "Filibustering?" 

(665)  Contrast  "Initiative"  and  "Referendum." 

(666)  What  is  meant  by:  Conciliation,  System,  Anaesthesia,  Policy, 
Period.  Issue,  Scalawags,  Ruthless  Collective  Bargaining,  Boycott,  Sympa- 
thetic Strike.  Civil  Service.  Blue  Sky  Law.  Merit  System.  Permanent 
Court? 

(667)  What  do  we  mean  in  America  by  "Freedom  of  Speech,  Religion, 
Press,  and  Democracy?" 


[67] 


9.  Terms    (continued) 

(668)  What  are  Traditions?    Theories?    Laws? 

(669)  Contrast:     Tribunal    and   Popular    Sentiment:    Cooperation    and 
Approbation. 

(670)  What  is  meant  by  the  "Age  of  Science?" 

(671)  Explain  "Balance  of  Power." 

(672)  Explain:    Internationalism.  Imperialism,  Socialism.  Nullification. 

(673)  What  is  meant  by  ''The  Totem  Pole?"' 


r«E 


[68] 


UNIVERSfTY  OF  ILLINOIS-URBANA 


3  0112  070071516 


